Competent Health Professionals Research Articles

Competencies and training of health professionals engaged in health coaching: A systematic review.

A systematic review was undertaken in order to evaluate the competencies of primary healthcare professionals who are engaged with health coaching patients with chronic health conditions. The databases CINHAL, EMBASE, PubMed, PsychINFO and SCOPUS were searched to identify peer reviewed papers referring to competencies of health professionals engaged in health coaching. Nine key competencies that health professionals met and which resulted in successful patient outcomes from health coaching were identified. Comparisons of the core health coaching competencies to the competencies for coaches established by the International Coaching Federation and European Mentoring and Coaching Council showed considerable overlap. However, the comparison also reiterated the need for competencies specific to health coaches to be made explicit. Health coaching has been shown to improve the health outcomes in patients with chronic health conditions. As such, there is a need to build an evidenced-based competency framework specific to health coaches. At present, the lack of a competency framework on which to base health coach training could significantly impact the outcomes of patients receiving health coaching. Practical implications include improving regulation and quality of health coaching, and more importantly, the health outcomes of patients receiving the service.

Fostering patient-centredness by following patients outside the clinical setting: an interview study

BackgroundPatient-centredness is considered a core competency for health professionals. To support faculty in designing courses focused on patient-centredness, an understanding of how educational interventions lead to patient-centredness is required. This study aims to show how learning mechanisms, which potentially contribute to patient-centredness, are triggered.MethodsThirty-five third-year medical students at the UMC Utrecht followed four different patients for two years. The intervention took place in an out-of-hospital setting. Students visited patients in their home circumstances and accompanied them to clinical events. Twelve students were interviewed. The realist approach was used to construct configurations which relate components of the intervention to the context and learning mechanisms.ResultsFollowing patients in their home circumstances for a prolonged period supported the development of meaningful relationships between students and patients and provided continuity. In the context of a meaningful relationship and continuity, mechanisms contributing to learning patient-centredness were triggered. The most important learning mechanisms found in this study were: reflecting, contextualising disease in a real persons’ life, broadening perspectives and engaging with the patients.ConclusionsLearning mechanisms are triggered by continuity and by meaningful student-patient relationships. These can be enhanced by an out-of-hospital setting and longitudinal contact. Thus, a relationship between students and patients is an important enabler for the development of patient-centredness.

Competency-Based Assessment of Public Health Professionals in the Northeastern Region, Thailand:An Exploratory Factors Analysis

Competency-based assessment of health professionals is important required for human resource for health development in Thailand. There are various efforts to improve a professional standard in public health professionals, but there is a lack of understanding of the competency of public health professionals, especially the competency-based assessment suitable for public health professionals. This study aimed to investigate the competency of public health professionals at the primary care service level in Northeastern, Thailand. This research is a quantitative cross-sectional survey. Data collected by a questionnaire was conducted in 862 public health professionals in the northeast of Thailand. The exploratory factor analysis (EFA) method was applied to analyze the correlation effects of the 30 estimating competency-based assessment. The results were revealed that their competency-based assessment as three aspects following: (1) Health care analysis and management (2) Public Health Professional Sciences (3) Basic Health Sciences. Additionally, The 3 groups of competency-based assessment were included 30 items suitable for the current sample. These factors accounted for 66.60% of the variance. In conclusion, this finding is significantly recommendations to policy makers to improve and initiate a new policy or guidelines for public health education and human resource for health production and management in Thailand on the basis of their specific needs. Especially, the competency-based assessment from this research provide an excellent framework for developing a public health curriculum in the future in Thailand.

Training Needs Measure for Health Care of the LGBT+ Public

Abstract Inadequate and ineffective care provided by health professionals to the LGBT+ public can cause countless damages to those who demand care. An alternative to improve the service provided is to promote training actions for professionals that should be initiated by the Training Needs Analysis (TNA). This study aimed at building and validating, theoretically and statistically, a TNA instrument for health professionals related to humanized care for LGBT+ individuals for the Brazilian context. The data collection was done in two stages, in person and virtually, and had 449 professionals who responded to the TNA instrument built. The data was analyzed by means of content analysis, exploratory factors and internal consistency. The scale presented a uni-factorial structure with evidence of validity and reliability, and can be used as a diagnostic tool to verify the gaps in the competence of health professionals in the care of LGBT+ people.

Exploring health workforce regulation practices and gaps in Ethiopia: a national cross-sectional study

BackgroundHealth workforce regulation plays key roles in ensuring the availability of competent health workers and improving performance of the health system. In 2010, Ethiopia established a national authority aiming to ensure competence and ethics of health professionals. Subsequently, subnational regulators were established and regulatory frameworks were developed. Although there were anecdotal reports of implementation gaps, there was lack of empirical evidence to corroborate the reports. We conducted a national study to explore health professional regulation practices and gaps focusing on registration, licensing, ethics, scope of practice, and continuing professional development.MethodsWe conducted a mixed methods cross-sectional survey using structured interview with a national representative sample of health professionals and key informant interviews with health regulators and managers. We used two stage stratified cluster sampling to select health professionals. The quantitative data were subjected to descriptive and multivariable logistic regression analysis. We conducted thematic analysis of the qualitative data.ResultsWe interviewed 554 health professionals in the quantitative survey. And 31 key informants participated in the qualitative part. Nearly one third of the respondents (32.5%) were not registered. Many of them (72.8%) did not renew their licenses. About one fifth of them (19.7%) did nothing against ethical breaches encountered during their clinical practices. Significant of them ever practiced beyond their scope limits (22.0%); and didn’t engage in CPD in the past 1 year (40.8%). Majority of them (97.8%) never identified their own CPD needs. Health regulators and managers stressed that regulatory bodies had shortage of skilled staff, budget and infrastructure to enforce regulation. Regulatory frameworks were not fully implemented.ConclusionsHealth professionals were not regulated well due to limited capacity of regulators. This might have affected quality of patient care. To ensure effective implementation of health professional regulation, legislations should be translated into actions. Draft guidelines, directives and tools should be finalized and endorsed. Capacity of the regulators and health facilities needs to be built. Reinstituting health professionals’ council and regulation enforcement strategies require attention. Future studies are recommended for assessing effects and costs of weak regulation.

Perinatal mental ill health: the experiences of women from ethnic minority groups

Objectives This study aimed to investigate ethnic minority women's experiences and opinions of perinatal mental health problems and the provision support services. Methods An exploratory survey was undertaken using a questionnaire. Quantitative data were analysed using descriptive statistics and a simple thematic analysis was used for the qualitative data. A total of 51 responses from women of 14 different ethnic minority backgrounds were analysed. Findings Women from minority ethnic groups face barriers to seeking help for perinatal mental ill health as a result of ongoing stigma, the poor attitudes and behaviours of health professionals and inappropriately designed services. Conclusions Future interventions should focus on providing adequate cultural competency for health professionals and ensure that all women are able to access culturally appropriate spaces to talk and be listened to in community settings and wider services.

Positive Outcomes of a Comprehensive Health Literacy Communication Training for Health Professionals in Three European Countries: A Multi-centre Pre-post Intervention Study.

Many professionals have limited knowledge of how to address health literacy; they need a wider range of health literacy competencies to enhance empowerment and person-centred prevention. We evaluated whether: (1) a comprehensive health literacy training increased self-rated competencies of health professionals to address health literacy related problems and support the development of people’s autonomy and self-management abilities after training and 6–12 weeks later, (2) professionals were satisfied with the training, (3) outcomes differed for the three participating European countries. Health professionals (N = 106) participated in a multicentre pre-post intervention study in Italy, the Netherlands and Northern Ireland. The 8-hour training-intervention involved health literacy knowledge, the practice of comprehensible communication skills, shared decision-making, and enhancing self-management. Self-rated health literacy competencies and training satisfaction were assessed at baseline, immediately after training and 6-12 weeks later, and analysed by multi-level analysis. Professionals’ self-rated health literacy competencies significantly improved following training in all three countries; this increase persisted at 6-12 weeks follow-up. The strongest increase regarded professional’s skills to enhance shared-decision making and enabling self-management after training and follow-up respectively. Professionals perceived the training as relevant for practice. Competency increases seemed to be consistent across countries. In three countries, professionals’ self-rated health literacy competencies increased following this comprehensive training. These promising findings should be confirmed in a further full effect study. Implementation of this training in European education and health care may improve person-centred communication by professionals and might help to tackle health literacy related problems and to strengthen people’s abilities in achieving better health outcomes.

Measuring self-directed learning readiness in health science undergraduates: A cross-sectional study

BackgroundThe European Higher Education Area places students at the centre of the teacher-guided learning process and requires them to participate more in their education and to be responsible for acquiring the professional competences relevant to their career. Self-directed learning is a key means for developing the skills necessary for professional careers. ObjectiveTo measure self-directed learning readiness in health science undergraduates. MethodObservational descriptive cross-sectional study of a convenience sample drawn from the total health science (medicine, nursing, physiotherapy and psychology) undergraduate population (n = 1699) at the University of Girona (Spain). The data collection instrument was a self-directed learning readiness scale with 38 items administered to the 1134 undergraduates who agreed to participate. ResultsJust over three quarters of the sample (n = 865; 76.27%) completed the full questionnaire. Self-directed learning readiness was indicated by an overall mean (standard deviation) score of 143.65 (11.76) points. Nursing undergraduates obtained the highest mean (SD) score – 145.08 (14.13) – in the overall scale. Associations were observed between degree course and self-directed learning readiness in the learning planning, desire for learning, self-confidence, self-management and self-evaluation subscales. Women scored better than men (p < 0.13) and scores progressively improved with each additional academic year. ConclusionThe sampled students exhibited good self-directed learning readiness. Training students in self-directed learning skills is a necessary part of the teaching-learning process. This kind of training in universities needs to be reinforced to develop learning autonomy, promote lifelong learning and prepare competent future health professionals.

Competence of healthcare professionals in diagnosing and managing obstetric complications and conducting neonatal care: a clinical vignette-based assessment in district and subdistrict hospitals in northern Bangladesh

BackgroundThis study assesses the competency of maternal and neonatal health (MNH) professionals at district-level and subdistrict-level health facilities in northern Bangladesh in managing maternal and newborn complications using clinical vignettes....

The Development of a Community Counseling Training Clinic for Latino Immigrants

Latinos are the fasting growing minority in the United States, and among the least likely to access mental health services. Two reasons cited for the significant mental health disparities in the Latino community are: a lack of culturally responsive services and a lack of culturally competent mental health professionals. This manuscript describes the development of a community counseling training clinic constructed through a partnership between a community center and a counselor education and supervision program. Process and clinical outcomes data demonstrate that the program was successful in retaining clients and students had a positive experience at the training site.

Assessing competence for helminthiases: A lesson learnt from national contest of parasitic diseases in China in 2012-2016

This study aimed to assess the competency of health professionals on helminthiasis control in China. The assessment system comprised of two parts, one being the parasitological knowledge test and the other a technical skills assessment. The knowledge test mainly examined morphology, epidemiology, life history and diagnosis of common and important parasites. The skills assessment consisted of sample slides making and species identification using microscopy. From 2012 to 2016, a total of 616 participants from different levels of parasitic diseases prevention and control departments of CDC took part in the assessment. The results had shown a high level of academic knowledge among participants. Accuracy rates of schistosomiasis, echinococcosis, food-borne helminthiases, and soil-transmitted helminthiasis were all above 60%. This showed an excellent knowledge level of helminthiases by participants. However, among all 616 participants, 94.97% passed the thick-smear passing test (>= 60%), while in microscopy tests the equivalent was only 43.67%. Competencies in different districts varied. It is imperative to set up a North-South skill exchange mechanism of helminthiases diagnostic techniques and to apply new diagnostic tools widely to strengthen helminthiases prevention and control in China.

Contribution of short-term global clinical health experience to the leadership competency of health professionals: a qualitative study

ObjectivesGlobalisation has increased the opportunities for health professionals working in developed countries to provide clinical and educational support in developing countries. However, how these experiences contribute to the leadership competency...

Current Trends and Opportunities for Competency Assessment in Pharmacy Education-A Literature Review.

An increasing emphasis on health professional competency in recent times has been matched by an increased prevalence of competency-based education models. Assessments can generate information on competence, and authentic, practice-based assessment methods are critical. Assessment reform has emerged as an academic response to the demands of the pharmacy profession and the need to equip graduates with the necessary knowledge, skills and attributes to face the challenges of the modern workforce. The objective of this review was to identify and appraise the range of assessment methods used in entry-level pharmacy education and examine current trends in health professional assessment. The initial search located 2854 articles. After screening, 36 sources were included in the review, 13 primary research studies, 12 non-experimental pharmacy research papers, and 11 standards and guidelines from the grey literature. Primary research studies were critically appraised using the Medical Education Research Study Quality Instrument (MERSQI). This review identified three areas in pharmacy practice assessment which provide opportunities for expansion and improvement of assessment approaches: (1) integrated approaches to performance assessment; (2) simulation-based assessment approaches, and; (3) collection of validity evidence to support assessment decisions. Competency-based assessment shows great potential for expanded use in pharmacy, but there is a need for further research and development to ensure its appropriate and effective use.

The Potential Role of Applied Behavior Analysis in the Cultural Environment of Māori Mental Health.

Significant mental health disparity exists in Aotearoa New Zealand between Māori and the non-Māori majority. Although much has been written about mental health and the cultural competence of health professionals, cultural context has not been specifically considered within the behavioral paradigm, and it was placed in the center of practice in multicultural societies by the behavioral community only recently. In this article, we discuss some of the problems encountered by Māori in the mental health system and the role of behavior analysts in addressing the divide in service provision. Dialogue with other disciplines that investigate the importance of indigenous cultural values is necessary. We conclude with some suggestions about strategies that may be implemented across services by behavior analysts in order to improve mental health outcomes for Māori.

Experiences from individuals with increased cardiovascular risk participating in a one-year lifestyle program.

The purpose of the current study was to describe the participants' experiences of a structured lifestyle program for persons with high cardiovascular risk. Sixteen participants with high cardiovascular risk participating in a one-year structured lifestyle intervention program were interviewed regarding their experiences of the program. The interviews were analyzed using content analyses. The participants' (mean age 58 ± 9) experiences were categorized into three categories: "How to know," based on the participants' experience from both individual counselling and group sessions with tools to strengthen self-care; "Staff who know how," based on experience from the meeting with, and the importance of, competent health professionals; "Why feedback is essential," based on the participants' experience and effects of person-centered feedback. Several factors were deemed important in the structure of the program: an individual visit with shared goal setting, a group education session with interactive discussion, a competent, educated, and respectful health professional who gives continuous feedback, and the right tools to support self-care at home between visits. Individuals participating in a structured lifestyle program experienced several factors as important: an individual visit with shared goal setting, a group education session with interactive discussion, a competent, educated, and respectful healthcare professional who gives continuous feedback, and the right tools to support self-care at home between visits.

Harmonization of European and Russian standards of evaluation of the quality of delivery of health care in educational organizations

Harmonization of European and Russian standards of the quality of the delivery of school health services and competencies for school health professionals allowed to justify the concept of the evaluation of the quality of the delivery of medical help to students in educational institutions. The concept does not prescribe a concrete methodfor the organizing school health services, unified process of the activity of health professionals. The concept consists of 7 groups of indices of quality and competences of health care workers. Quality criteria include the presence of a regulatory framework, indices of benevolence towards children, social equity and access to health care for students, requirements for premises, equipment of medical rooms in schools, cooperation with the administration and teachers of schools, parents and children, the medical community, the requirements for health care workers, a minimum list of services, covering both population and individual needs of students, the secure storage, the management and use ofpersonal medical data of children and adolescents. The competences of the staff of medical units are determined by provided medical services and technologies of the work. Properly medical competences of workers of medical care units for the delivery of medical aid to students are contributed by willingness to ensure the rights of children in the process of health care delivery in the educational organization, skills in the field of communication, sharing of information with children, parents and teachers, cooperation with colleagues, planning and coordination of the organization of medical care, the provision of sanitary epidemiological well-being of students, informational-elucidative activity for shaping of healthy lifestyle, research activity. Concept is the basis of the algorithm of the evaluation of the quality of the delivery of medical aid to students and quality assessment technology as well by medical organizations and institutions, as in the form of an independent audit of the quality of the delivery of medical aid to students in educational institutions.

Transgender/gender nonconforming adults' worries and coping actions related to discrimination: Relevance to pharmacist care.

Transgender/gender nonconforming (TGNC) adults' worries and coping actions related to discrimination by healthcare professionals were evaluated. A community-led participatory approach was used to develop, implement, and analyze the survey. Respondents were recruited using a snowball recruitment method. The questionnaire measured population demographics, health status, worry about discrimination, perceptions of health professional competency in gender-affirming care, and actions taken to cope with discrimination. Analysis used mainly descriptive methods and chi-square analysis, where appropriate. There were 316 usable responses from a total of 325 responses. The typical respondent was young, white, lived within the Midwest and in urban/suburban areas. About half had college degrees and 41.7% had annual household incomes of less than $25,000. High degrees of depression risk and anxiety were reported along with low self-reported health status. Most used pharmacist services with 41.6% reporting worry about discrimination associated with such services. About half (52.5%) reported pharmacists as having very little or no competency in providing gender-affirming care. Common coping actions included delayed seeking of healthcare and non-disclosure of authentic gender identity. Thirteen percent of respondents avoided healthcare because of perceived purposeful embarrassment experienced at a pharmacy. Worry about discrimination from pharmacists was common among TGNC adults and was associated with high levels of anxiety. The majority perceived pharmacists to lack competency in transgender care.

Establishing Competencies for a Global Health Workforce: Recommendations from the Association of Pacific Rim Universities.

Background:The Association of Pacific Rim Universities Global Health Program facilitates exchange of information, knowledge and experiences in global health education and research among its 50 member universities. Despite the proliferation of global health educational programs worldwide, a lack of consensus exists regarding core competencies in global health training and how these are best taught.Methods:A workshop was convened with 30 faculty, university administrators, students, and NGO workers representing both the Global North and South to gain consensus on core competencies in masters’-level global health training. The co-authors then collaborated to refine the list of competencies, categorize them into domains, and develop a plan for how academic institutions can ensure that these competencies are effectively taught.Findings:Nineteen competencies across five domains were identified: knowledge of trends and determinants of global disease patterns; cultural competency; global health governance, diplomacy and leadership; project management; and ethics and human rights. The plan for how academic institutions can best train students on these competencies outlined five key opportunities: coursework; practicums; research opportunities; mentorship; and evaluation. The plan recommended additional institutional strategies such as maximizing collaborative research opportunities, international partnerships, capacity-building grants, and use of educational technology to support these goals.Conclusions and Recommendations:While further research on the implementation of competency-based training is warranted, this work offers a step forward in advancing competency-based global health masters’ education as identified by a globally diverse group of expert stakeholders and economies. Given the challenges facing the current global health landscape, comparable competency-based training across institutions is critical to ensure the training of competent global health professionals.

Affirmative Competence and Practices of Mental Health Professionals with LGB clients: An Ibero-American Study.

There are not many studies about affirmative competence and practices among mental health professionals working with Lesbian, Gay, and/or Bisexual (LGB) clients. Thus, the objectives of this research are to assess the levels of affirmative competence and practices of professionals in Ibero-American countries. The sample consists of 630 mental health professionals from various countries whose ages range from 22 to 75years old, with a mean age of 41.46years. The study utilizes the following measures: a socio-demographic questionnaire, the Sexual Orientation Counselor Competency Scale, and the Affirmative Practice Questionnaire. Results show that mental health professionals who present higher levels of Affirmative Competence are those who have higher levels of education and training on LGBT topics, show left-wing political affiliations, self-identify as LGB, and have no religious affiliations. Regarding Affirmative Practices, it was found that single participants show lower practices, and more studies are needed to better understand this result. Regression models demonstrate that Affirmative Practices and Competences are predicted by the hypothesized variables, namely, religious and political beliefs, and training/education. Hence, this study indicates that mental health professionals could undergo some type of academic or professional training and/or possess experience in regard to working with LGB clients, in order to enhance their approach when working with this population.

Digital Education for Health Professions on Smoking Cessation Management: Systematic Review by the Digital Health Education Collaboration.

BackgroundTobacco smoking, one of the leading causes of preventable death and disease, is associated with 7 million deaths every year. This is estimated to rise to more than 8 million deaths per year by 2030, with 80% occurring in low- and middle-income countries. Digital education, teaching, and learning using digital technologies have the potential to increase educational opportunities, supplement teaching activities, and decrease distance barriers in health professions education.ObjectiveThe primary objective of this systematic review was to evaluate the effectiveness of digital education compared with various controls in improving learners’ knowledge, skills, attitudes, and satisfaction to deliver smoking cessation therapy. The secondary objectives were to assess patient-related outcomes, change in health professionals’ practice or behavior, self-efficacy or self-rated competence of health professionals in delivering smoking cessation therapy, and cost-effectiveness of the interventions.MethodsWe searched 7 electronic databases and 2 trial registers for randomized controlled trials published between January 1990 and August 2017. We used gold standard Cochrane methods to select and extract data and appraise eligible studies.ResultsA total of 11 studies (number of participants, n=2684) were included in the review. All studies found that digital education was at least as effective as traditional or usual learning. There was some suggestion that blended education results in similar or greater improvements in knowledge (standardized mean difference, SMD=0.19, 95% CI −0.35 to 0.72), skill (SMD=0.58, 95% CI 0.08-1.08), and satisfaction (SMD=0.62, 95% CI 0.12-1.12) compared with digital education or usual learning alone. There was also some evidence for improved attitude (SMD=0.45, 95% CI 0.18-0.72) following digital education compared with usual learning. Only 1 study reported patient outcomes and the setup cost of blended education but did not compare outcomes among groups. There were insufficient data to investigate what components of the digital education interventions were associated with the greatest improvements in learning outcomes.ConclusionsThe evidence suggests that digital education is at least as effective as usual learning in improving health professionals’ knowledge and skill for delivering smoking cessation therapy. However, limitations in the evidence base mean that these conclusions should be interpreted with some caution.Trial RegistrationPROSPERO CRD42016046815; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=46815