Competent Practice Research Articles

Medical practice in classical Greece : The neurological and psychiatric case reports of the Hippocratic Corpus

Which theoretical and practical competences do the neurological and psychiatric case histories of the Hippocratic Corpus convey? The 431 Hippocratic case histories have been studied for reports and communication on the diagnostics, treatment and prognosis of single persons and groups of patients suffering from neurological and psychiatric diseases. In the 7books of the Hippocratic Epidemics, atotal of 128 patients with neurological and psychiatric symptoms are described. Epidemic fever and its variants were the leading predisposing conditions and the main symptoms were delirium, coma, insomnia, headache, speech disorders and convulsions. Anumber of patients with phrenitis and opisthotonos are also reported. The majority of the sick persons were male, were teenagers or adults and 47of them are mentioned by name. The patient's information about the course is often just as informative as the doctor's observations. Treatment was limited to physical and dietary measures. The Hippocratic physician diagnosed and attempted to treat alarge number of neurological and psychiatric diseases. The often almost continuous observations of the patients led to astonishingly precise predictions of the course and the prospects of recovery. Numerous symptoms described in the case studies, including carphologia and opisthotonus, have entered the neurological vocabulary. The retrospective etiological analysis of the reports leads to the almost explicit identification of neurosyphilis and encephalitis lethargica. The therapeutic measures described by the author were, as the changeable course of the diseases shows, only of limited effectiveness despite a very differentiated application over time, both against the underlying diseases and the neurological and psychiatric complications.

Duties, Tasks, Knowledge and Skills of an Obesity Medicine Physician: A Practice Analysis

BackgroundGiven the evolving nature of obesity medicine, periodic evaluation of its clinical practice is needed to ensure that certification requirements address real-world experience. Practice analysis is a systematic approach to define a field’s body of knowledge, and its results can inform the content outline and examination blueprint for a certification examination. This study describes the 2023 practice analysis conducted by the American Board of Obesity Medicine (ABOM). MethodsInitially, 14 obesity medicine physicians participated in a practice analysis panel, resulting in 3 duties and 30 tasks required for competent practice of obesity medicine physicians. Each task included steps, knowledge, skills, and abilities needed to perform the task. ABOM then recruited 645 certified obesity medicine physicians from its database to participate in a validation survey to rate the frequency [scale: never (0) to very frequently (5)] and importance [scale: not important (0) to very important (3)] of each task. Survey participants could also provide open-ended comments. ResultsAmong validation survey participants (n=645), the most common primary medical specialties reported were internal medicine (46.0%), family medicine (33.8%), and pediatrics (11.2%). Years practicing obesity medicine varied with 45.3% reporting 1-4 years, 26.0% 5-9 years, and 28.7% ≥10 years in practice. Most tasks were performed frequently (mean score ≥4.0) and rated as important (mean score ≥2.0). All tasks were retained based on the frequency and importance ratings. Survey results informed the weighting in the examination blueprint. ConclusionThere was consensus among practicing ABOM-certified physicians who participated in the validation survey in the tasks required for competent obesity medicine practice. Our practice analysis approach was a structured process that engaged obesity medicine physicians and captured the breadth and depth of knowledge required for obesity medicine. The new content outline and examination blueprint developed will be implemented with the 2025 ABOM certification exam administration.

The construction of the index system for nurses' innovation competence evaluation in China: A Delphi study

BackgroundScientific and technological innovation has become the "key variable" of national social and economic development. Nurses' innovation ability can improve the quality of patient care, thus shorten the hospital stay, reduce the medical costs, and promote the rapid development of the nursing industry. Nowadays nurses have gradually involved in various innovation, but less concerns are focus on the evaluation of nurse’s innovation competence. ObjectiveTo develop evaluation index system for nurse's innovation competence. ParticipantsEleven experts with innovation experience from different regions in China. MethodsLiterature review and qualitative interview were used to establish first version of index system. Then, a two-round Delphi expert consultation was conducted to collect opinions from 11 experts. Then the final version of nurses' innovation competence evaluation index was used in one tertiary hospital for preliminary application. ResultsThe response rate of the two rounds was more than 90%, the expert familiarity coefficient was 0.818, the judgment coefficient was 0.918, and the authority coefficient was 0.868. The two rounds of expert coordination coefficient test showed P < 0.05. The evaluation index system of nurses' innovation competence includes 4 first-level indicators, 9 second-level indicators and 36 third-level indicators. The scores of innovation production and innovation subject were the lowest among all the first-level indicators when use this index for preliminary application. ConclusionThe constructed evaluation index system of nurses' innovation competence are scientific, reliable and practical, and can be used to promote nurse's innovation competence and innovation conversion competence in clinical practice. Hospital managers should pay more attention on cultivate nurse’s innovation competence and provide resources and multi-form platforms to support the nurses with innovative ideas and willingness.

Assessing Emergency Department Staff Knowledge, Competency, and Implementation of Pre- and Post-Trauma-Informed Care Training

IntroductionTrauma-informed care has been posited as a framework for creating ideal and safe environments for patients to participate in treatment. However, there are limited studies that demonstrate the impact of a focused trauma-informed care training on ED staff. We implemented a 4-hour trauma-informed care training in a general emergency department. We aimed to measure changes in knowledge, opinions, self-rated competency, barriers, and recent practices before and after implementing trauma-informed care training. We hypothesized that the training would result in significant self-reported improvement in all domains. MethodsWe performed a pre/post interventional study with the intervention being a trauma-informed care training adapted for ED clinical care staff. A validated, publicly available survey tool (Center for Pediatric Stress Trauma-Informed Care [TIC] Provider Survey) was used to assess knowledge, opinions, competency, and utilization of and perceived barriers to trauma-informed care. Pre- and post-training surveys were collected. Responses were stratified by role. Continuous variables were compared using analysis of variance; categorical variables compared using Pearson’s chi-square. ResultsParticipants demonstrated a high level of perceived knowledge and opinions of trauma-informed care before and after training. We observed significant increases in self-reported competence for all ED staff, some increase in utilization of trauma-informed care in recent practice, and significant decreases in perceived barriers to providing trauma-informed care. DiscussionTrauma-informed care training is an effective means to improving ED staff self-perceived competence and practice of trauma-informed care even among those with high self-perceived knowledge and opinions of trauma-informed care before the training. Future study should explore the patient-level impact of trauma-informed care training, as well as how to continue to reduce barriers to system-wide implementation of trauma-informed care practices.

Effective blended learning instructional design strategies in medical education

With the rapid development of technology and societal change, a shift from traditional classroom instruction to more diverse educational methods in medical education is necessary. As an effective approach to providing flexibility and accessibility while maintaining the benefits of face-to-face interactions, blended learning, which integrates online and offline learning, has gained attention. This study examines the current status and best practices of the aforementioned blended learning, analyzes its application in domestic and international contexts, and derives effective instructional design strategies. A comprehensive review of previous research and empirical cases reveals a conceptual framework and core principles for designing such blended learning. Key considerations include strategic integration of online and offline activities, facilitation of self-directed learning and interaction, effective use of technology, and continuous quality improvement. Furthermore, we suggest contextually relevant strategies, such as designing curricula focused on clinical reasoning, providing iterative practice opportunities, enhancing reflection, and fostering future competencies. The case analysis establishes that blended learning is implemented in various forms across different medical schools and curricula. Common features include the linkage of online and offline learning, incorporation of learner-centered methods, and emphasis on practical competencies. However, the limited number of cases suggests that generalizations may be premature. Successful implementation requires multifaceted efforts, including gradual introduction, faculty support, flexible curricula, safety measures, and institutional support. Accumulating empirical research and evidence of their effectiveness can facilitate their wider dissemination. This study provides implications and future directions for innovative medical education using hybrid learning.

Development of Research Core Competencies for Academic Practice Among Health Professionals: A Mixed-Methods Approach.

Of the 4 pillars of academic practice for nursing and allied health, research has been the least developed and no standard competency framework exists that is embedded in health professional scopes of practice. The objective of this article is to report on the preliminary development and pilot-testing of research and academic scholarship core competencies for nonphysician health professionals working within a large urban academic health sciences center. We conducted an internal and external environmental scan and multiphase consultation process to develop research and academic core competencies for health professionals working within an interprofessional setting. The final framework outlines 3 levels of research proficiency (novice, proficient, and advanced) and the relevant roles, specific competencies, and observable actions and/or activities for each proficiency level. Organizations should consider the integration of the framework within performance management processes and the development of a road map and self-assessment survey to track progress over time and support health professionals with their academic practice goals.

Analyzing the Educational Needs of Dental Hygiene Students Using the Borich Needs Assessment and Locus for Focus Models

Objective: This study aimed to develop a standard for a practice-based curriculum that reflects the needs of dental hygiene students’ clinical practice education and to provide basic data that can contribute to improving dental hygienists’ competence in clinical practice. Methods: A survey of 132 dental hygiene students from selected universities was conducted. The Borich Needs Assessment model and The Locus for Focus models were used to evaluate the students’ educational needs for clinical practice content. Results: The highest level of present educational needs was for ‘fluoride application,’ while the greatest requirement was for ‘preparing surgical dental treatment’. Using The Locus for Focus model, 33 items in the first quadrant were identified as common to the Borich Needs Assessment priorities. These items include ‘dental insurance claims’, ‘patient reception’, ‘dental materials counseling’, ‘making a temporary crown’, ‘setting a temporary crown’, ‘document management’ and ‘prepare of dental emergencies’. Conclusions: The analysis of the clinical practice needs of dental hygiene students identified the needs for practice-oriented education. These findings suggest that future curriculum revisions should reflect not only the needs of students, but also the perspectives of educators and clinical dental hygienists.

Role of Nurse Instructor in Integrating Theory-Practice Gap: A Cross-Sectional Study in Teaching Hospitals of Peshawar

Background: Bridging the gap between theory and practice in nursing education is essential for ensuring competent clinical practice. However, this gap remains a challenge in nursing programs worldwide.Objective: This study aimed to evaluate the perceptions of BSN students regarding the role of clinical instructors in integrating theory and practice in teaching hospitals in Peshawar, Pakistan.Methods: A descriptive cross-sectional study was conducted in three institutions in Peshawar. A total of 203 BSN students from semesters 4, 5, 6, and 7 were randomly selected. Data were collected using a structured questionnaire adapted from validated tools. Statistical analysis was performed using SPSS version 25, with an ANOVA test to compare mean scores across semesters, and a post-hoc Tukey test to identify significant differences.Results: The mean score for the role of clinical instructors varied significantly across semesters (F = 4.646, p = 0.004). Semester 4 had the highest mean score (75.73), while semester 5 had the lowest (67.00). Group 1 (25.1%) believed the role was not fulfilled, while Group 4 (23.6%) believed it was completely fulfilled.Conclusion: Clinical instructors play a critical role in addressing the theory-practice gap. Tailored teaching strategies are recommended to meet students' evolving needs.

Nurse performed bladder ultrasound: a clinical quality improvement initiative

Background: Bladder ultrasound (BUS) provides an accurate measurement of post-void residual (PVR) volume and bladder assessment. Access to BUS is dependent on practitioner availability with delays resulting in poor symptom management, delayed discharge and dissatisfaction. Developing nursing practice to perform BUS can address these patient’s needs. Aims: Through a quality improvement initiative the aims were (1) to develop theoretical knowledge and practical competence of nurses to perform BUS, (2) to evaluate nursing activity in relation to BUS, (3) to evaluate stakeholders perceptions of the initiative. Methods: Based on the Deming Plan-Do-Study-Act (PDSA) cycle, an interprofessional team was created and a theoretical/practical based education program was devised. Activity in relation to the nurse-performed BUS was collected and analysed descriptively. Stakeholder perceptions were evaluated via patient and physician questionnaires subject to descriptive analysis and a focus group with nurses analysed descriptively. Results: The team developed a training program to perform BUS, certifying 11 nurses. Investigation of nursing activity related to BUS (n = 202) showed its use for PVR evaluation, and symptom and catheter assessment. It aided decision-making and nurse-physician communication. Stakeholders were satisfied with the initiative. Patients (n = 30) felt nurses were competent, clearly explaining the procedure, results and inspiring confidence. Physicians (n = 2) saw BUS as enhancing efficiency and care quality, while nurses (n = 7) felt this new skill enhanced nursing care providing a more holistic approach. Team reflection on the results of the evaluation confirmed BUS utility and activity, while nurses requested continuing education and a post-certification refresher course. Conclusion: Through reflection on clinical practice areas for improvement to enhance patient care were identified by the nursing team. Application of the PDSA cycle provided a structured approach to guide the quality improvement initiative. Improvements in nursing care and patient care processes have been observed and this has been a positive experience for stakeholders.

Entrepreneurial Competences Development of University Students in the Czech Republic

Entrepreneurship and entrepreneurial activities represent driving force of developed economies from national economic point of view. From individual point of view of each entrepreneur, it mainly represents possibilities of applying and developing potential innovative business ideas and ensuring independent and freer future existence of individuals. Small and medium-sized enterprises form a significant part of the economy in developed economies and are characterized by many positives in the current turbulent world. Also, for these reasons, European Union support the development of entrepreneurial activities and the development of entrepreneurship appears as an important topic in the educational environment as well. Today, there are already identified approaches to the development of entrepreneurship at the European level, which enable the effective development of relevant entrepreneurship competence, especially in primary and secondary education level. Entrepreneurship Competence Framework - EntreComp, is interconnected with other frameworks for the development of wide range of competences among pupils. From theoretical point of view, pull and push factors can be identified to support entrepreneurship among future entrepreneurs, which motivate future entrepreneurs to enter business. In our paper, we focus on identification of the situation in implementation of entrepreneurship support in the Czech Republic in the broader concept of education policy, with subsequent focus on possibilities of developing entrepreneurship among university students in Brno. We analyse the motivation of students for entering a university course focused on the development of practical competences leading to the possibility of active action in the role of entrepreneur. We connect the results of the analysis with the theoretical approach to the development of entrepreneurship and with the approaches of the official education policy in the Czech Republic. We hope that this will confirm the correctness of our approach to the development of entrepreneurship competence and support the development of other activities in this area.

일 지역 간호대학생의 감성지능과 공감역량 및 임상실습 만족도 간의 관계

Objectives The purpose of this study was to identify the emotional intelligence, compassion competence and clinical practice satisfaction among nursing students. Methods The study participants included 235 nursing students located in J province, and the data were collected from November 9 to December 6, 2023, using self-report questionnaires. Data analysis employed Cronbach's α, t-test, ANOVA, Pearson’s correlation coefficients, and Scheffé test conducted for post-hoc analysis, using SPSS/WIN 24.0 program. Results The mean score of emotional intelligence and compassion competence was 4.75 and 3.78 respectively, and clinical practice satisfaction was 3.41. Emotional intelligence showed significant differences on gender and peer relationship. Compassion competence showed significant differences on school life and peer relationship. Clinical practice satisfaction showed a significant difference on application motivation and satisfaction with nursing as a major. There were significant positive correlation among emotional intelligence, compassion competence and clinical practice satisfaction. Conclusions The findings suggest that improving emotional intelligence and empathy capacity among nursing students can contribute to healthier resolution of conflicts and emotional challenges during clinical practice and better adaptation to clinical situations through increased satisfaction with clinical practice experiences. Therefore it is necessary to develop programs focusing on enhancing emotional intelligence and empathy capacity among nursing students.

Role, education, policies and competencies for advanced practice in paediatric haematology-oncology nursing in Europe: A scoping review.

The aim of this scoping review is to describe the role, education, policies/regulation, skills and competencies required for advanced practice in paediatric haematology-oncology nursing in Europe, highlighting the differences in development between the different European countries. A scoping review was conducted following the methodological framework of guidelines by Arksey and O'Malley and the recommendations for advancing the methodology by Levac etal. We searched MEDLINE/PubMed, EMBASE, CINAHL, Cochrane Library, Scopus, grey literature, webpages, reference lists and performed a manual search, without any restrictions on language or time. The intersection between databases, grey literature and evidence documents traced from the sites of the most authoritative European organisations in the field made it possible to identify the regulatory and training differences between the various countries that were examined. This scoping review highlights how advanced knowledge and competences are used in the care of paediatric haematology-oncology patients, which are strictly necessary for implementing quality care. At present these competences are not recognised in policies and regulation in most of the countries that were examined. It is desirable that all EU member states work to implement a radical change and allow these more competent figures to assist patients in the best possible way.

Medical practice in Ancient Greece : The orthopaedic and trauma surgery case reports of the Hippocratic Corpus

Which theoretical and practical competences do the orthopaedic and trauma surgery reports of the Hippocratic Corpus reveal? The 431 Hippocratic case histories have been studied for reports and communication on diagnostics, therapy and prognosis of orthopaedic diseases and traumatic lesions. The seven books of the Hippocratic "Epidemics" describe atotal of 26patients with orthopaedic diseases and traumatic lesions. In the field of orthopaedic diseases, arthritis, myo- and tenopathia and gangrene play aprominent role, among the consequences of injury the fracture of the skull (n = 10) is in first place. Mainly individuals, but also groups of patients are reported. The clients' information on the course of the disease was often cautious. Diagnostics were limited to inspection and palpation. In addition to the measures of conservative treatment, four trepanations are described. The majority of traumatic brain lesions resulted in death. The Hippocratic doctor was faced with avariety of orthopaedic disases and traumatic lesions. Within the case reports, the subjective complaints, the objective findings and the course of the treatment are described in detail. Among the ailments of the musculoskeletal system, spinal disorders, especially hypercyphosis and scoliosis play an important role. The variety of reduction techniques reported suggests that most of the fractures detected were dislocated. Post-traumatic tetanus can be readily identified in several followup observations due to the development of opisthotonus. No other surgical intervention is discussed by Hippocrates as often and as variously as trepanation. It can be concluded with some certainty that perforating injuries of the skull were acommon challenge in the life of asurgeon of classic antiquity.

What it takes to develop self-confidence and competence in midwifery students for midwifery practice

BackgroundMidwifery practice is multidimensional and complex in supporting women's reproductive health. Midwives provide care through pregnancy, birth, and the puerperium and may extend to sexual and reproductive health. Midwifery education must develop self-confidence and competence within each midwifery student. This must be learned before registering as a midwife and entering midwifery practice. Little is known about how educational experiences influence midwifery students' confidence. AimThe aim of this study was to understand the educational experiences that influence self-confidence and competence development among midwifery students. Design and methodsA qualitative descriptive design was used in this study. Data were collected through seven focus group discussions with 37 midwifery students. The discussions were recorded and professionally transcribed. Data were analysed using thematic analysis. ResultsThe analysis resulted in four themes: (1) Understanding the concept of competence, (2) developing competence in midwifery practice, (3) obstacles to developing competence, and (4) the importance of self-confidence to be competent. The development of self-confidence and competence is gained through acquiring knowledge and skills, participating in research, undertaking clinical and simulated practice, attending seminars, and engaging in independent learning. ConclusionMidwifery students described how the increase in self-confidence can lead to an increase in competence, enabling the provision of high-quality midwifery services.

Revealing three anomalies: Extending Kolb educator roles profile in experiential entrepreneurship education

Experiential entrepreneurship education programmes expose students to high levels of uncertainty and motivate them to take economic and emotional risks. Navigating educator roles in these programmes is difficult for educators. Although essential for effective student learning, a more theoretical understanding of educator roles within experiential entrepreneurship education programmes is needed. Following an extended case methodology, this study is among the first to validate and question the Kolb Educator Role Profile (KERP) in experiential entrepreneurship education. We theoretically extend the KERP typology by contextualising KERP within the experiential entrepreneurship education literature and incorporating insights from 18 experiential entrepreneurship education programmes. We reveal three anomalies that extend beyond the traditionally defined educator roles within the KERP typology: (1) educators need to initiate concrete experiences, (2) educators need to manage students' access to practical entrepreneurship competence, and (3) educators need to make students do entrepreneurship. By introducing KERP and discussing these anomalies, we provide clarity for experiential entrepreneurship educators, helping them navigate, commit to, and prioritise distinct educator roles. This paper implies a deeper understanding of educator roles in experiential entrepreneurship programmes, clarifying how educators manage effective student learning.

Evaluation of Evidence-Based Practice Competency among Greek Undergraduate Nursing Students.

For several years, the global scientific community has accepted and recognized the importance of evidence-based practice for nursing science. The main factor for the implementation of evidence-based practice is the competence of undergraduate nursing students towards evidence-based practice, so that they as active nurses are ready for its application in their clinical practice, in order to provide better care for their patients. The aim of the present study is to examine the level of evidence-based practice competency evaluated with the self-reported Evidence-Based Practice Competence Questionnaire. It is important to mention that such a study has not been conducted on nursing students in Greece, but only on registered nurses. A quantitative study based on cross-sectional design was conducted from February to June 2022 in a convenience sample of Greek undergraduate nursing students. The SPSS 26.0 program was used to perform descriptive, bivariate, and multivariate analyses. A total of 175 undergraduate students participated at the Hellenic Mediterranean University Department of Nursing (Greece), specifically from the 2nd and 3rd academic years. The mean score of the Evidence-Based Practice Competence Questionnaire for nursing undergraduate students was 3.03 ± 0.26, indicating moderate evidence-based practice. Among the Evidence-Based Practice Competence Questionnaire dimensions, mean scores of 3.03 ± 0.32 for attitude toward evidence-based practice, 3.01 ± 0.49 for skills in evidence-based practice, and 3.03 ± 0.49 for knowledge in evidence-based practice were obtained. Significant differences among participants' mean Evidence-Based Practice Competence Questionnaire scores regarding gender (p = 0.766), age (p = 0.400), academic year (p = 0.153), and training in the field of research methodology (p = 0.538) were not found. It appears that the level of readiness towards evidence-based practice is mediocre among undergraduate nursing students at a university in Greece. Therefore, it is necessary to carry out new studies in the future, so that there is a correct approach of all the elements that contribute to the readiness of nursing undergraduate students regarding evidence-based practice.

Digital Competencies and Training Approaches to Enhance the Capacity of Practitioners to Support the Digital Transformation of Public Health: Rapid Review of Current Recommendations.

The COVID-19 pandemic highlighted gaps in the public health workforce's capacity to deploy digital technologies while upholding ethical, social justice, and health equity principles. Existing public health competency frameworks have not been updated to reflect the prominent role digital technologies play in contemporary public health, and public health training institutions are seeking to integrate digital technologies in their curricula. As a first step in a multiphase study exploring recommendations for updates to public health competency frameworks within the Canadian public health context, we conducted a rapid review of literature aiming to identify recommendations for digital competencies, training approaches, and inter- or transdisciplinary partnerships that can enhance public health practitioners' capacity to support the digital transformation of public health. Following the World Health Organization's (2017) guidelines for rapid reviews, a systematic search was conducted on Ovid MEDLINE, Ovid Embase, ERIC (Education Resources Information Center), and Web of Science for peer-reviewed articles. We also searched Google Scholar and various public health agency and public health association websites for gray literature using search terms related to public health, digital health, practice competencies, and training approaches. We included articles with explicit practice competencies and training recommendations related to digital technologies among public health practitioners published between January 2010 and December 2022. We excluded articles describing these concepts in passing or from a solely clinical perspective. Our search returned 2023 titles and abstracts, of which only 12 studies met the inclusion criteria. We found recommendations for new competencies to enable public health practitioners to appropriately use digital technologies that cut across all existing categories of the core competencies for public health framework of the Public Health Agency of Canada. We also identified a new competency category related to data, data systems management, and governance. Training approaches identified include adapted degree-awarding programs like combined public health and informatics or data science degree programs and ongoing professional certifications with integration of practice-based learning in multi- and interdisciplinary training. Disciplines suggested as important to facilitate practice competency and training recommendations included public health, public health informatics, data, information and computer sciences, biostatistics, health communication, and business. Despite the growth of digital technologies in public health, recommendations about practice competencies and training approaches necessary to effectively support the digital transformation of public health remain limited in the literature. Where available, evidence suggests the workforce requires new competencies that cut across and extend existing public health competencies, including new competencies related to the use and protection of new digital data sources, alongside facilitating health communication and promotion functions using digital media. Recommendations also emphasize the need for training approaches that focus on interdisciplinarity through adapted degree-awarding public health training programs and ongoing professional development.

Consultation Training to Develop Change Agents: Introduction to the Special Issue

ABSTRACT The competent practice of school consultation, including at a systems level, is presumably predicated on effective consultation training. This article overviews the rationale for a special issue on consultation training to develop change agents in schools, and briefly previews the articles published within the issue. Taken together, the articles in the issue provide directions that can guide future research and practice in this area.

Attitudes and Values for Competent Psychology Practice (AV-CoPP): development and preliminary validation of the scale

ABSTRACT Objective Competency-based models of training have led to systemic and sweeping changes to psychologist training and supervision. However, this progress has mostly been in knowledge and skill competencies. Psychology currently lacks an instrument to track attitude-values changes across practitioner developmental stages. The current study describes the development and validation of the Attitude-Values for Competent Psychology Practice (AV-CoPP) scale. Method In Study 1, a set of 40 attitude-values across seven domains were selected. Content validity was examined by having each item rated for their importance by provisional psychologists (N = 61), psychologists (N = 94) and psychologists with endorsement (N = 113). Study 2 evaluated the convergent and divergent validity of the instrument by having psychology trainees (N = 92) rate the relative importance of these 40 items for psychologists, teachers, and plumbers. Results Results indicated excellent content validity and good internal reliability for the seven subscales. Further, the subscales adequately differentiated standards of professional practice expected of the three professional groups. Conclusion The research offers good preliminary psychometric support for the AV-CoPP. The AV-CoPP makes an important contribution to competency research by enabling the systematic measurement of attitude-value changes during training and supervision.

From psychotherapy to legal practice: the use of clinical supervision by lawyers in England and Wales

An emerging practice amongst lawyers in England and Wales is the use of clinical supervision, as used by counsellors and psychotherapists. This is a very different type of supervision to that traditionally used by lawyers. It is reflective and relational in nature. It aims to support safe, competent and ethical practice, and to contribute to sustainability, support and resilience including in relation to vicarious trauma and burnout. This study uses interviews with lawyers who are using clinical supervision to understanding why it is being sought, how it might be working and what its impacts are. The interviews provide an opportunity to examine interpersonal dynamics of lawyering. The study explores how supervision allows lawyers to develop their understanding of themselves in relation to others, their boundaries and legal professional skills, and how supervision can contribute to the best interests of the client, and to a lawyer’s career sustainability and wellbeing.