scholarly journals One Health Core Competency Domains

2016 ◽  
Vol 4 ◽  
Author(s):  
Rebekah Frankson ◽  
William Hueston ◽  
Kira Christian ◽  
Debra Olson ◽  
Mary Lee ◽  
...  
Keyword(s):  
One Health ◽  
Core Competency ◽  
Competency Domains

scholarly journals Facilitating Collaboration among Health Care Professionals

2013 ◽  
Author(s):  
Robin Cooper
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Organizational Context ◽  
Interprofessional Collaboration ◽  
Core Competency ◽  
Health Care Team ◽  
Workplace Conflict ◽  
Conflict Analysis And Resolution ◽  
Facilitation Skills ◽  
Competency Domains

This paper explores how principles and practices of mediation and facilitation can be applied to facilitate collaboration among health care professionals. Certain techniques of mediation and facilitation are uniquely suited to address issues of values, roles, communication, and teamwork—four core competency domains of interprofessional collaborative practice—within the organizational context in order to transform workplace conflict into constructive collaboration. This paper discusses how one might draw upon those mediation and facilitation skills and techniques in order to address profession-centrism, professional prejudice, and us vs. them thinking, which hinder interprofessional collaboration. Those trained in the theories and practices associated with conflict analysis and resolution have a unique opportunity to foster mutual understanding and respect among health care professionals, and to heighten the salience of health professionals’ shared superordinate identity as members of the health care team.

scholarly journals Developing a High-Impact Learning Program for Global Health Professionals: The STAR Project

2020 ◽  
Vol 6 (1) ◽  
pp. 23-30
Author(s):  
Bhakti Hansoti ◽  
Meike Schleiff ◽  
Anike Akridge ◽  
Caroline Dolive ◽  
Angelina Gordon ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professionals ◽  
Core Competency ◽  
Monitoring And Evaluation ◽  
Global Public Health ◽  
Learning Program ◽  
Practice Approach ◽  
Traditional Work ◽  
Competency Domains ◽  
The Impact

Background. The Sustaining Technical and Analytical Resources (STAR) project seeks to invest in and expand the capacity of diverse senior global public health professionals. STAR builds on traditional work-based fellowships by partnering with universities in order to curate (or develop) and deliver high-quality, tailored learning across a set of required “core competency domains” as well as elective skills- or content-based competency domains. Pedagogy. In a rapidly changing global health context, ongoing learning is essential but often gets sidelined by other pressures; STAR’s approach aims to respond to these challenges by developing a learning curriculum tailored to the needs of our participants and their roles in global health. STAR’s pedagogy utilizes individualized learning plans, a deliberate practice approach, and a hybrid mentorship model to support project participants to achieve their learning objectives as well as broader project goals. Next Steps. The STAR project is in its first year of implementation. Furthermore, our future work will focus on developing a monitoring and evaluation plan that seeks to track the progress of our participants, guide project improvements, measure the impact of learning activities, and inform the pedagogy of future global health training initiatives.

scholarly journals Aligning community-engaged research competencies with online training resources across the Clinical and Translational Science Award Consortium

2020 ◽  
pp. 1-8
Author(s):  
Rebecca J. Piasecki ◽  
Elisa D. Quarles ◽  
Mona N. Bahouth ◽  
Anwesha Nandi ◽  
Alicia Bilheimer ◽  
...  
Keyword(s):  
Core Competencies ◽  
Core Competency ◽  
Online Resources ◽  
Translational Science ◽  
Community Engaged Research ◽  
Research Competencies ◽  
Resource Classification ◽  
Competency Domain ◽  
Training Resources ◽  
Competency Domains

Abstract Introduction: The extent to which Clinical and Translational Science Award (CTSA) programs offer publicly accessible online resources for training in community-engaged research (CEnR) core competencies is unknown. This study cataloged publicly accessible online CEnR resources from CTSAs and mapped resources to CEnR core competency domains. Methods: Following a search and review of the current literature regarding CEnR competencies, CEnR core competency domains were identified and defined. A systematic review of publicly accessible online CEnR resources from all 64 current CTSAs was conducted between July 2018 and May 2019. Resource content was independently reviewed by two reviewers and scored for the inclusion of each CEnR core competency domain. Domain scores across all resources were assessed using descriptive statistics. Results: Eight CEnR core competency domains were identified. Overall, 214 CEnR resources publicly accessible online from 35 CTSAs were eligible for review. Scoring discrepancies for at least one domain within a resource initially occurred in 51% of resources. “CEnR methods” (50.5%) and “Knowledge and relationships with communities” (40.2%) were the most frequently addressed domains, while “CEnR program evaluation” (12.1%) and “Dissemination and advocacy” (11.2%) were the least frequently addressed domains. Additionally, challenges were noted in navigating CTSA websites to access CEnR resources, and CEnR competency nomenclature was not standardized. Conclusions: Our findings guide CEnR stakeholders to identify publicly accessible online resources and gaps to address in CEnR resource development. Standardized nomenclature for CEnR competency is needed for effective CEnR resource classification. Uniform organization of CTSA websites may maximize navigability.

scholarly journals A Web-Based System for Students to Document Their Experiences within Six Core Competency Domains during all Clinical Clerkships

2007 ◽  
Vol 82 (1) ◽  
pp. 51-73 ◽  
Author(s):  
David W. Nierenberg ◽  
M Scottie Eliassen ◽  
Stephen B. McAllister ◽  
Brian P. Reid ◽  
Catherine Florio Pipas ◽  
...  
Keyword(s):  
Core Competency ◽  
Web Based ◽  
Clinical Clerkships ◽  
Competency Domains ◽  
Web Based System

scholarly journals The DIAMOND portal: An innovative platform for sharing translational research workforce training and assessment resources

2020 ◽  
Vol 4 (6) ◽  
pp. 480-484
Author(s):  
Phillip A. Ianni ◽  
Thomas E. Perorazio ◽  
Elias M. Samuels ◽  
Brenda L. Eakin ◽  
Carolynn T. Jones ◽  
...  
Keyword(s):  
Core Competency ◽  
Electronic Record ◽  
Workforce Training ◽  
Small Subset ◽  
Educational Materials ◽  
Online Catalog ◽  
Training Resources ◽  
Research Workforce ◽  
Competency Domains ◽  
Research Professionals

AbstractAlthough several initiatives have produced core competency domains for training the translational science workforce, training resources to help clinical research professionals advance these skills reside primarily within local departments or institutions. The Development, Implementation, and AssessMent of Novel Training in Domain (DIAMOND) project was designed to make this training more readily and publicly available. DIAMOND includes a digital portal to catalog publicly available educational resources and an ePortfolio to document professional development. DIAMOND is a nationally crowdsourced, federated, online catalog providing a platform for practitioners to find and share training and assessment materials. Contributors can share their own educational materials using a simple intake form that creates an electronic record; the portal enables users to browse or search this catalog of digital records and access the resources. Since September 2018, the portal has been visited more than 5,700 times and received over 280 contributions from professionals. The portal facilitates opportunities to connect and collaborate regarding future applications of these resources. Consequently, growing the collection and increasing numbers of both contributors and users remains a priority. Results from a small subset of users indicated over half accomplished their purpose for visiting the site, while qualitative results showed that users identified several benefits and helpful features of the ePortfolio.

scholarly journals Developing nurse preceptor competency domain guide tool: A Delphi study

2021 ◽  
Vol 12 (5) ◽  
pp. 33
Author(s):  
Mudhar Al Adawi ◽  
Ibtisam Al Siyabi ◽  
Nasra Al Hashmi ◽  
Fatma Mahmood AbdulRasool ◽  
Asma Al Harrasi ◽  
...  
Keyword(s):  
Delphi Study ◽  
Time Management ◽  
Teaching And Learning ◽  
Core Competency ◽  
Tertiary Hospital ◽  
Clinical Practices ◽  
Competency Domain ◽  
Competency Domains ◽  
Nurse Preceptors ◽  
Nurse Preceptor

Background and objective: One of the strategies used to prepare novice nurses for their professional journeys in clinical practice is by implementing the preceptorship teaching and learning model. Competencies such as knowledge, experience, abilities, and attributes need to be measured to ensure the desired outcomes of the preceptorship are achieved and consistent. This study aimed to develop a nurse preceptor competency domain guide tool at a tertiary hospital in Oman.Methods: Three-round Delphi iterative design with experts was used to develop the nurse preceptor competency domain guide tool. Following standard measures, eight expert opinions were combined until a group consensus was achieved. The level of consensus within the expert panel was defined as ≥ 75% scoring of items were selected as an essential required competency/item.Results: Eight experts from a main tertiary hospital were included in the panel. Five core competency domains and five subdomains were identified and considered to be relevant for nurse preceptors at the hospital with consensus levels varying from 75% to 100%. A total of 83 descriptive items were identified for the competency guide tool.Conclusions: This study found that the main core competency domains of the tool that nurse preceptors should acquire to be competent preceptors are inter-professional communication skills, appropriate teaching strategies, time management skills, building a learning atmosphere, and coaching critical thinking. This tool would improve nurse preceptors’ performance and equip them with the required prerequisite competencies to professionally start their journey in clinical practices. Follow-up research on tool implementation is highly recommended to evaluate its effectiveness.

Evaluation competencies and functions in advertised evaluation roles in Australia

2019 ◽  
Vol 19 (2) ◽  
pp. 88-100
Author(s):  
Mark Anthony Alindogan
Keyword(s):  
Content Analysis ◽  
Capacity Building ◽  
Core Competency ◽  
Culturally Competent ◽  
Evaluation Capacity Building ◽  
Evaluation Capacity ◽  
Evaluation Functions ◽  
Job Advertisements ◽  
Competency Domains

This study explores the functions of professional evaluators outlined in online job advertisements. A total of 97 job advertisements were reviewed in the study. A content analysis using a Coding Analysis Toolkit developed by Shulman was conducted to identify six main evaluation functions based on the collected data. These functions are (1) evaluation and reporting, (2) providing evaluation advice, (3) evaluation capacity building, (4) communication and engagement, (5) forming partnerships and (6) leading, managing and influencing. These functions were then compared to the Australian Evaluation Society’s (AES) Core Competency Domains. Overall, there is a broad alignment between these functions and the AES Core Competency Domains. However, the analysis shows that the delivery of culturally competent evaluations and evaluation utilisation received no mention in advertised evaluation roles. The delivery of culturally competent evaluation is essential from the perspective of ethics, validity and theory, while the utilisation of evaluation findings is important for the benefit of society.

Conceptualizations of professional competencies in school health promotion

2016 ◽  
Vol 116 (5) ◽  
pp. 489-509
Author(s):  
Monica Carlsson
Keyword(s):  
Health Promotion ◽  
Policy Development ◽  
School Health ◽  
Theoretical Perspective ◽  
Core Competency ◽  
Professional Competencies ◽  
School Health Promotion ◽  
Content Type ◽  
Narrow Focus ◽  
Competency Domains

Purpose – The purpose of the paper is to contribute to the conceptualization and discussion of professional competencies needed for supporting the development of the whole-school approach in school health promotion (SHP). Design/methodology/approach – The paper is based on a conceptual synthesis of literature, guided by a theoretical perspective on health promotion agency and professional competencies to identify core competency domains and elements. This is followed by a discussion of focus, gaps and links in conceptualizations of competency domains and elements. Findings – The synthesis identifies five core competency domains: policy-development; organizational development; professional development; development of students’ learning; and development of health promotion activities. Three critical gaps in the conceptualizations of competency domains and elements are identified and discussed: the downplay of the development of learning domain and the narrow focus on cognitive elements within it; the narrow focus on cognitive elements and technical-organizational elements in the development of HP activities domain; and the downplay of affective competency elements across domains. Practical implications – The five competency domains may provide an overall guiding tool for professionals tasked with practice and competency development in SHP, and a point of departure for the development of conceptualizations of professional competencies in concrete practice contexts. Originality/value – The paper delineates an overall professional competency model for SHP, discusses the specific demands on professional competencies within this field in relation to this model, and addresses three critical gaps in the conceptualizations of competency.

Competency standards for newly graduated prosthetist/orthotists in Sweden

2018 ◽  
Vol 42 (4) ◽  
pp. 387-393 ◽  
Author(s):  
Nerrolyn Ramstrand ◽  
Simon Ramstrand
Keyword(s):  
Focus Groups ◽  
Workforce Development ◽  
Core Competencies ◽  
National Level ◽  
Core Competency ◽  
Professional Organizations ◽  
Modified Delphi ◽  
Modified Delphi Technique ◽  
Competency Domains ◽  
Level Of Agreement

Background: There are currently no national competency standards upon which to develop educational objectives for prosthetist/orthotists in Sweden. While standards have been developed in other countries, they cannot be applied without confirming their relevance in a Swedish context. Objectives: To describe and obtain consensus on core competencies required for newly graduated prosthetist/orthotists in Sweden. Study design: Modified Delphi process. Methods: A modified Delphi technique was carried out. Focus groups were initially used to identify core competency domains. Two consecutive questionnaires, containing a list of potential competency items, were sent to a group of stakeholders with ties to the prosthetic and orthotic profession. Stakeholders were requested to rate their level of agreement with each competency item and provide written comments. Finally, two focus groups were conducted to obtain feedback on the draft competency standards. Results: Forty-four competency items, listed under five key domains of practice, were identified as essential for newly graduated prosthetist/orthotists in Sweden. Conclusions: Many similarities exist in core competency descriptions for prosthetist/orthotists in Sweden when compared to other countries. Regional differences do however exist, and it is important to confirm the relevance of core competency items at a national level before they are applied. Clinical relevance Competency standards developed in this study can be used to guide development of learning objectives within an undergraduate prosthetic and orthotic program, provide a framework for workforce development, assist professional organizations in understanding the needs of their members, and prepare for international accreditation.

An Input–Process–Output Model of Pilot Core Competencies

2017 ◽  
Vol 7 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Heikki Mansikka ◽  
Don Harris ◽  
Kai Virtanen
Keyword(s):  
Path Analysis ◽  
Team Performance ◽  
Core Competencies ◽  
Core Competency ◽  
Principal Component ◽  
Analysis Model ◽  
Input Process ◽  
The Core ◽  
Performance Framework ◽  
Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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