Professional Competence Framework Research Articles

A critical appraisal of professional competency frameworks: What guidance is provided for stroke rehabilitation clinicians managing 'complexity'?

Given current health system trends, clinicians increasingly care for patients with complex care needs. There is a recognized lack of evidence to support clinician decision-making in these situations, as complex or multimorbid patients have been historically excluded from the types of research that inform clinical practice guidelines. However, expert clinicians at sites of excellence (e.g., Stroke Distinction sites) provide measurably excellent care. We sought to review profession-specific competency frameworks to locate information that may be supporting the development of clinician expertise when managing the care of patients with complex care needs. We conducted a review of the professional competency frameworks for core members of the inpatient stroke rehabilitation team, to determine the degree of guidance and/or preparation for the management of patients with complex care needs. We developed and applied an assessment rubric to locate references to patient complexity, multimorbidity and complexity theory. Across the professional competency frameworks, there are some references to complexity at patient- and team-levels; there are fewer references to system-level complexity. We noted a lack of clear guidance for clinicians regarding the management of patients with complex care needs. Further research is needed to explore how clinicians develop expertise in the management of patients with complex care needs, as we noted minimal guidance in the professional competency frameworks. However, we suggest that integrating complexity-related language into professional competency frameworks could better prime novice clinicians for new learning in the workplace and ease their transition into working in a complex context.

International Comparison of Professional Competency Frameworks for Advanced Practice Nurses

Abstract Background Advanced Practice Nurses (APNs) have become established professionals in many healthcare systems. APNs combine nursing with medical expertise, bridging the boundaries of traditional professions in nursing and medicine. This study focuses on the content of professional competency frameworks for APNs in different countries to determine (1) how these frameworks define the competencies of APNs and (2) address the division of tasks between APNs and physicians. Methods An inductive content analysis is conducted of the competency frameworks for APNs in Belgium, Canada, the Netherlands, the United Kingdom, and the United States. Results In Belgium, the Netherlands and the US, the framework is based on an existing model, while in Canada and UK, frameworks do not refer to a model. The analysis revealed twelve generic competency domains for APNs: 1. Clinical Care in Practice, 2. Independent Practitioner, 3. Professional Attitude, 4. Scientific Research & Evidence-Based Practice Care, 5. Leadership, 6. Health Promotion and Public Healthcare, 7. Communication and Collaboration, 8. Organisation of Care and Policy, 9. Support of Self-Management and Patient Empowerment, 10. Quality and Safety of Care, 11. Teaching and (continuing) Education, 12. Technology and E-Health. There are some differences in explicitly to which high-risk procedures are described per country. The frameworks provide limited descriptions of task division and delegation from physicians to APNs, except for the frameworks from Belgium and the Netherlands. Conclusions Despite variations in the basis of professional competency frameworks per country and country-specific influences, twelve generic competency domains with similar competencies were identified. It is recommended to stimulate the development of a global standardised competency framework for APNs, including clear descriptions of task division and delegation, to optimise their role in delivering high-quality healthcare services. Key messages • Similar APN competency expectations suggest the need for an international competency framework, including roles and tasks for APNs, to function as a basis for individual country frameworks. • Nursing associations can use this study to learn from other countries and enhance their development of country-specific competency frameworks for advanced practice nurses.

Expanding the Core Competences of Librarianship through Designing a Credit-Bearing Information Literacy Course for Social Work

In contemporary knowledge society, the impact of library and information professions has expanded to practical workforce preparation in many adjacent fields, including social work, that heavily rely on information competencies to promote community well-being and public good.This poster adds a practitioner perspective to the ongoing conversation about the need to reimagine LIS education to better align curricular priorities with the demands of the increasingly interconnected information landscape. Through a tale of a subject librarian and Social Work faculty partnership to develop a tailored credit-bearing information literacy course for Social Work pre-majors, the author illuminates the evolving role of librarians who are called upon to educate members of other information-intensive professions in the use of general and subject-specific resources essential for their field. The poster highlights the shared values that inform the practice of both librarianship and social work in response to the issues faced by communities in times of uncertainty and change. Built around the ALA’s Core Competences of Librarianship and the Social Work Competencies established by the Council on Social Work Education, the project reflects on the challenges and opportunities associated with integrating information literacy education into a domain where advanced information literacy skills are an indispensable component of the current professional practice. Finally, the project discusses several implications for LIS programs keen on creating a better connection between the LIS foundational values and other professional competency frameworks today’s librarians lean on, particularly in such vital areas as user services, lifelong learning and continuing education, and social justice.

International comparison of professional competency frameworks for nurses: a document analysis

BackgroundNursing competency frameworks describe the competencies; knowledge, skills and attitudes nurses should possess. Countries have their own framework. Knowledge of the content of professional competency frameworks in different countries can enhance the development of these frameworks and international collaborations.ObjectiveThis study examines how competencies and task divisions are described in the current professional competency frameworks for registered nurses (RNs with a Bachelor’s degree) in the Netherlands, Belgium, the United Kingdom (UK), Canada and the United States (US).MethodsQualitative document analysis was conducted using the most recently published professional competency frameworks for registered nurses in the above-mentioned five countries.ResultsAll the competency frameworks distinguished categories of competencies. Three of the five frameworks explicitly mentioned the basis for the categorization: an adaptation of the CanMEDS model (Netherlands), European directives on the recognition of professional qualifications (Belgium) and an adapted inter-professional framework (US). Although there was variation in how competencies were grouped, we inductively identified ten generic competency domains: (1) Professional Attitude, (2) Clinical Care in Practice, (3) Communication and Collaboration, (4) Health Promotion and Prevention, (5) Organization and Planning of Care, (6) Leadership, (7) Quality and Safety of Care, (8) Training and (continuing) Education, (9) Technology and e-Health, (10) Support of Self-Management and Patient Empowerment. Country differences were found in some more specific competency descriptions. All frameworks described aspects related to the division of tasks between nurses on the one hand and physicians and other healthcare professionals on the other hand. However, these descriptions were rather limited and often imprecise.ConclusionsAlthough ten generic domains could be identified when analysing and comparing the competency frameworks, there are country differences in the categorizations and the details of the competencies described in the frameworks. These differences and the limited attention paid to the division of tasks might lead to cross-country differences in nursing practice and barriers to the international labour mobility of Bachelor-educated RNs.

“The Learning of Learned ‘Learning Organizations’?”: How Southern African Universities Use a Professional Competency Framework for Research Management and Administration: Selective Cases

How universities, respected for their position at the apex of learning, employ competency frameworks in order to increase learning impacts is acknowledged by the authors as a researchable problem. The respective natures of universities and professional work, the latter, which is often intensely integral to universities, means that universities have to take on board managerial as well philosophical means of learning. This article explores how staff at six universities employ a Professional Competency Framework for Research Management and Administration (PCF-RMA) to bring about organizational learning. Participants provide qualitative data which are condensed into six narrated cases to show how a PCF-RMA, created through action research, enters into the university systems and translates into individual and organizational systems thinking towards applied outcomes. Using the theoretical lenses of Senge’s five disciplines and core competencies for competitive advantage, we argue that systems thinking is not essentially about the system as an abstracted entity, but about sensitized individuals who actively ‘think through’ using the PCF-RMA to improve their own work and career prospects, while also improving the work of the research support offices for university research purposes. In short, systems and funding impacts. As such, the PCF-RMA, while initially carried through individuals, has a systems opportunity to change not only individuals but also set up a trajectory for generative holistic changes as articulated within organizational learning theories. The study recommends future research to employ a diverse and broadened scope in the domains of theory, context, and methodology. Aside from prompting ongoing research, this study offers an opportunity to demonstrate increased research impact, an area which stakeholders of research, including the funders, increasingly emphasize.

Developing a professional competence framework for the master of nursing specialist degree program in China: A modified Delphi study

BackgroundThe urgency of ensuring adequate professional competence in clinical nursing practice is evident. However, there is little formal professional competence framework for the education of master's degree students in nursing specialist programs in China. ObjectiveTo develop a professional competence framework for the Master of Nursing Specialist (MNS) degree program in China. DesignA modified Delphi study. ParticipantsAn expert panel discussion was held with 12 experts, and Delphi rounds were conducted with 24 experts. MethodsA literature review and an expert panel discussion were conducted to develop an initial competence framework. A two-round Delphi survey was employed to obtain a consensus on the framework through either an online or paper questionnaire. Descriptive statistics were used to analyze the data. The consensus threshold was set according to the mean (≥ 4.0), coefficient of variation (< 0.25), and consensus level of agreement (≥70 %). ResultsA consensus on seven domains and 54 items of the professional framework for the MNS degree program was achieved. The framework domains included clinical practice (12 items), professional attitude (8 items), collaboration and communication (5 items), professional development (8 items), research (7 items), education (7 items), and administration (7 items). ConclusionThe professional competence framework offers guidelines for MNS degree programs in China. Future research should focus on imbedding these competences in MNS degree programs to prepare qualified advanced practice nurses.

Development of a professional competency framework for Australian sonographers-perspectives for developing competencies using a Delphi methodology.

BackgroundProfessional competencies are important for enhancing alignment between the needs of education, industry and health consumers, whilst describing public expectations around health professionals. The development of competency standards for the sonography profession defines the behaviours, skills and knowledge sonographers should demonstrate for each learning and experience level.ObjectiveThe objective of this project was to develop a set of professional competency standards for the sonography profession which described in depth the behaviours, skills and knowledge sonographers should demonstrate across multiple learning and experience levels.MethodsRepresentatives of three Australian ultrasound professional associations and seven tertiary institutions involved in entry-level sonographer education in Australia formed a research team (RT). The RT recruited an expert panel that responded to six survey rounds. Using a Delphi methodology, the results and free-text comments from each previous round were fed back to participants in the subsequent survey rounds to achieve a consensus.ResultsThe project developed a professional competency framework for sonographers, which included four major domains: detailed competency standards, sonographer knowledge, sonographer attitudes and a holistic competency matrix [https://doi.org/10.6084/m9.figshare.17148035.v2.]ConclusionThe Delphi methodology is an effective way to develop professional competency standards. This paper describes the methods and challenges in developing such standards for sonographers which could be translated to other health professionals.

Competency assessors’ cognitive map of practice when assessing practice based encounters

Introduction: There is growing evidence that inconsistencies exist in how competencies are conceptualised and assessed. Aim: This study aimed to determine the reliability of pharmacist assessors when observing practice-based encounters and to compare and contrast assessors’ cognitive map of practice with the guiding competency framework. Methods: This was a qualitative study with verbal protocol analysis. A total of 25 assessors were recruited to score and verbalise their assessments for three videos depicting practice-based encounters. Verbalisations were coded according to the professional competency framework. Results: Protocols from 24 participants were included. Interrater reliability of scoring was excellent. Greater than 75% of assessment verbalisations were focused on 3 of the 27 competencies: communicate effectively, consults with the patient, and provide patient counselling. Conclusion: Findings support the notion that assessment completed within practice could be largely informed by a single component of the interaction or more specifically, what ‘catches the eye’ of the assessor.

Competency assessors’ cognitive map of practice when assessing practice based encounters

Introduction: There is growing evidence that inconsistencies exist in how competencies are conceptualised and assessed. Aim: This study aimed to determine the reliability of pharmacist assessors when observing practice-based encounters and to compare and contrast assessors’ cognitive map of practice with the guiding competency framework. Methods: This was a qualitative study with verbal protocol analysis. A total of 25 assessors were recruited to score and verbalise their assessments for three videos depicting practice-based encounters. Verbalisations were coded according to the professional competency framework. Results: Protocols from 24 participants were included. Interrater reliability of scoring was excellent. Greater than 75% of assessment verbalisations were focused on 3 of the 27 competencies: communicate effectively, consults with the patient, and provide patient counselling. Conclusion: Findings support the notion that assessment completed within practice could be largely informed by a single component of the interaction or more specifically, what ‘catches the eye’ of the assessor.

Do Your Students Know What They Don't Know? An Accounting Competencies Strategy

ABSTRACTThis experiential learning strategy engages students to increase awareness of professional core competencies recommended by professional organizations. This activity allows students across the accounting curriculum to explore competencies to bridge the professional skills gap and develop a plan to acquire these necessary skills. The strategy activities include (1) initial class discussion; (2) personal SWOT analysis; (3) research of a professional competency framework; (4) personal assessment of competencies, including demonstrative examples, analysis of personal skill development experiences and self-rating of skills; (5) reflective group discussion to identify gaps in individual student's skills assessment; (6) individual competency development plan for underrated skills; and (7) summary discussion of strategies for how to acquire/improve skills for career success. The result of this activity is that students are introduced to a process they can use throughout their academic and professional careers to facilitate the acquisition of necessary skills for success as an accounting professional.

A Framework of Professional Transferable Competences for System Innovation: Enabling Leadership and Agency for Sustainable Development

System Innovation (SI) is a critical approach in driving individual and collective actions towards sustainable development (SD). This article presents the validation process of the Climate-KIC Professional Competence Framework (CF) for SI. This framework is based on principles of system thinking and the need for human capital to deal with challenges related to long-term sustainability. It comprises twenty competences grouped into five stages that describe contexts where professionals implement transformations: Exploring, Framing, Designing, Implementing and Strengthening. The stages are not linear or strictly sequential because overlapping and loops are frequent in transformational and disruptive changes. The CF fulfils several functions in the development of human and social capital: competences’ assessment, their development and training, and their certification to make them more interpretable in the labour market. The methodology for assessing professionals’ competences and the certification procedure are described. Overall, the CF aims to promote the development and visibility of human capital in a critical area for sustainability.

Building an Informal STEM Learning Professional Competency Framework

Building an Informal STEM Learning Professional Competency Framework

TVET Teacher Professional Competency Framework in Industry 4.0 Era

Industrial revolution 4.0, which also known as the digital age, is a globalisation era without boundaries. Technological advancement modernises different factors in life and affects many areas, including vocational education. The application of technology in the vocational educational process signifies a shift in the conventional learning paradigm towards more technology-based learning. Therefore, TVET teachers should enhance their competencies to present vocational training that can facilitate future human capital and adapt to new technologies and global challenges in this digital era. A systematic literature review was conducted to investigate TVET Teacher Professional Competency for industry 4.0. Though previous research studies focused on different sets of competencies needed by teachers in industry 4.0, most of them share similar themes. A list of constructs was identified through document analysis. These professional competencies constructs includes technical, non-technical, personal, mental, and physical attributes, as well as motive and self-concept. Each construct was then divided into several related sub-constructs. These findings are then proposed as a framework for developing TVET teacher professional competence in Industry 4.0 era. This study also pointed out that non-technical competency is as important as technical competence and strengthens with teacher personal attributes, their motive, and physical state in the TVET teacher profession. Hence, TVET institutions must open lines for technology adaptability, lifelong learning, and a future set of competencies to meet the challenge of the rapid change in professional competencies requirements for TVET teachers in this digital era.

Development of a professional competency framework for UK food science graduates

AbstractFood science‐based graduates are a significant proportion of the United Kingdom (UK) food and drink industry's workforce. Aside from technical standards, there is no cohesive competency framework to support key stakeholders; employers, students, and degree providers. Clarity of desirable competencies for the range of graduate opportunities available would enable students to undertake effective career planning and personal development, and educators to refine programs to satisfy market needs. Using a previously developed language tool, a Likert style, industry‐wide online survey in UK and Republic of Ireland (ROI) was conducted involving 218 participants from a broad range of food science‐related employment areas, evaluated by a combination of descriptive and multivariate data analysis. The survey outcomes indicate types of desirable competencies in a food science graduate. The tailored competency framework, Competencies for Food Graduate Careers (CFGC), is a set of 48 elements across eight themes, outlining which are desirable for each of 14 typical initial graduate roles. To enhance the quality of “oven‐ready” graduates entering the food industry, it is recommended CFGC be used for careers education and competency development in higher education. The framework is aimed to have further applications for job specification development and also to improve awareness of careers in the food industry.

Portfolios come full circle in the world of work

Electronic portfolios become increasingly visible in the workplace. Students graduate with portfolios and are in a good position to continue with portfolio practices. Additionally, organizational or professional competency frameworks and registration requirements lend themselves to be evidenced by portfolios. Waitematā District Health Board, the largest in Aotearoa New Zealand, piloted an electronic portfolio at the end of 2018 with 90 nurses and started implementing the new ePortfolio organisation-wide for nurses in 2019.&#x0D; In this presentation, we will provide an overview of the pilot and position it within the organisation's commitment to learning and development. We will outline the advantages for all involved: nurses, peers, managers, and assessors, and discuss the challenges and future directions for the initiative.&#x0D; Early results indicate that the portfolios allow for a shift in conversation with staff and in the development of practice. They encourage nurses to consider additional training and studies to advance in their careers and have the evidence available to discuss with their manager to set clear goals.&#x0D; The nurses go full circle: They started out with their studies, became professionals, and are going back to university for postgraduate studies documenting their learning in portfolios along the way. Portfolios in this context support lifelong learning and make that learning visible to the individual nurses and their organisation.

QUALITY ASSESSMENT OF STUDENT COURSEWORKS: COMPETENCY-BASED APPROACH

Introduction . Today, the issues of formation and assessment of professional competencies of students of the highest professional educational institutions are widely discussed in the scientific community. A large number of the Russian and foreign publications are devoted to the problems of competency-based approach. However, there is still no general technique for assessing a competency level formation as the characteristics of each program of training of specialists are so specific that it is impossible to build up a unified universal professional competency framework. The aim of the publication is to present the author’s methodology for assessing student courseworks in terms of the academic discipline “Databases” which is studied during a bachelor program “Business Informatics” based on the competency-based approach. Methodology and research methods. The research described in the publication is recognized as being empirical-exploratory and experimental. The content analysis of the Federal State Educational Standard of the Highest Education (FSES HE), the data mining technology and statistical methods of data processing were applied in the course of the present research. Results and scientific novelty. Taking into account the features of the competency-focused model of educational process and specifics of the field of vocational education, the criteria for assessing the quality of student courseworks are formulated. The relationship of these diagnostics criteria with the competencies stated in the educational standard is shown. This article demonstrates how it is possible to assess the general structure and separate sections of student courseworks using the means of the offered indicators. The following conclusions are drawn: 1) the system current control of professional competencies mastering is necessary for timely correcting of individual educational trajectories; 2) the assessment of professional competencies of students means diagnostics of preparation results including a large number of various criteria; 3) the unified approach to level formation measurement of professional competencies is impossible due to complexity and heterogeneity of their structure; 4) there is a need for the variability as well possibility of increase or reduction (association) of criteria for assessment of professional competencies in order to identify the most significant indicators of effectiveness and quality of a particular academic paper. Practical significance. The method provided enables to establish the relationship between contents of the training program and the requirements of FSES; to concretize assessment of competencies and to give reasons for its numerical indicators. Under a certain adaptation, this technique for assessment of student courseworks of economic and technical specialties can be applied for assessment of other academic works of students.

BỒI DƯỠNG GIẢNG VIÊN ĐẠI HỌC ĐÁP ỨNG KHUNG NĂNG LỰC THEO VỊ TRÍ VIỆC LÀM

BỒI DƯỠNG GIẢNG VIÊN ĐẠI HỌC ĐÁP ỨNG KHUNG NĂNG LỰC THEO VỊ TRÍ VIỆC LÀM

An exploration of the professional competencies required in engineering asset management

Engineering asset management (EAM) is a rapidly growing and developing field. However, efforts to select and develop engineers in this area are complicated by our lack of understanding of the full range of competencies required to perform. This exploratory study sought to clarify and categorise the professional competencies required of individuals at different hierarchical levels within EAM. Data from 14 field interviews, 61 online surveys, and 10 expert panel interviews were used to develop an initial professional competency framework. Overall, nine competency clusters were identified. These clusters indicate that engineers working in this field need to be able to collaborate and influence others, complete objectives within organisational guidelines, and be able to manage themselves effectively. Limitations and potential uses of this framework in engineering education and research are discussed.

The Construction of a Professional Competency Framework for Marine Leisure and Tourism Education in Taiwan

The purpose of this study was to construct a professional competency framework for the marine leisure and tourism education in Taiwan. In order to meet the demands of tertiary institutions, marine leisure, marine tourism, water sports, for professionals in the marine leisure and tourism industry, this study considered it imperative to develop a framework of professional competency for marine leisure and tourism education. The Analytic Hierarchy Process (AHP) results showed that the academic experts emphasized basic knowledge in regard to marine leisure and tourism cultivation, performance competency, benefits of marine leisure and tourism activities, and marketing competency. The industry leaders focused on the safety management activities and competent operational abilities. The Decision Making Trial and Evaluation Laboratory (DEMATEL) results showed that the improvements in basic knowledge will contribute to the overall enhancement of professional competency.

Sickness certification as a complex professional and collaborative activity - a qualitative study

BackgroundPhysicians have an important but problematic task to issue sickness certifications. A manifold of studies have identified a wide spectrum of medical and insurance-related problems in sickness certification. Despite educational efforts aiming to improve physicians’ knowledge of social insurance medicine there are no signs of reduction of these problems. We hypothesised that the quality deficits is not only due to lack of knowledge among issuing physicians. The aim of the study was to explore physicians’ challenges when handling sickness certification in relation to their professional roles as physicians and to their interaction with different stakeholders.MethodsOne hundred seventy-seven physicians in Stockholm County, Sweden, participated in a sick-listing audit program. Participants identified challenges in handling sick-leave issues and formulated action plans for improvement. Challenges and responsible stakeholders were identified in the action plans. To deepen the understanding facilitators of the program were interviewed. A qualitative content analysis was performed exploring challenge categories and categories of stakeholders with responsibility to initiate actions to improve the quality of the sick-listing process. The challenge categories were then related by their content to professional competence roles in accord with the Canadian Medical Education Directions for Specialists (CanMEDS) framework and to the stakeholder categories.ResultsSeven categories of challenges were identified. Practitioner patient interaction, Work capacity assessment, Interaction with the Social Insurance Administration, The patient’s workplace and the labour market, Sick-listing practice, Collaboration and resource allocation within the Health Care System, Leadership and routines at the Health Care Unit. The challenges were related to all seven CanMEDS roles. Five categories of stakeholders were identified and several stakeholders were involved in each challenge category.ConclusionsPhysicians performing sickness certification tasks experience a complex variety of challenges. From physician perspective actions to handle these need to be initiated in interaction with both medical and non-medical stakeholders. The relation between the challenges and a well-established professional competence framework revealed a complex pattern. Thus, from a public health perspective, educational activities aimed to improve the sick-listing process should address all physician competences including identification and interaction with stakeholders, and not just knowledge of social insurance medicine.