Table 4 Competency terminology in a sample of existing health-related competency frameworks
From: Proposing a re-conceptualisation of competency framework terminology for health: a scoping review
Framework | Definitions and examples | Interpretation reflected | |
|---|---|---|---|
1 | Integrating HIV-related content into a competency-based curriculum. 1993 WHO, Regional Office for the Western Pacific [75] | Definition “Competence”: Competence is the ability to effectively and efficiently deliver a specified professional service. This implies that the nurse is able to practise at a proficiency (mastery of learning) in accordance with local conditions to meet local needs. | Functional |
Examples • Describes universal precautions in infection control. • The student takes a sexual history of the HIV positive person or a person with AIDS. | Functional (and knowledge) | ||
2 | Sexual and reproductive health core competencies in primary care: attitudes, knowledge, ethics, human rights, leadership, management, teamwork, community work, education, counselling, clinical settings, service, provision. 2011 WHO [76] https://apps.who.int/iris/bitstream/handle/10665/44507/9789241501002_eng.pdf?sequence=1&isAllowed=y | Definition “Competence”: Sufficient knowledge, psychomotor, communication and decision-making skills and attitudes to enable the performance of actions and specific tasks to a defined level of proficiency. | Functional |
Examples • The primary health-care team member/s provide high-quality health education related to sexual and reproductive health and sexual and reproductive health services. • The primary health-care team member/s provide high-quality family-planning care | Functional | ||
3 | CanMEDS Terminology in Medical Education Project: Glossary of Terms. 2012 Royal College of Physicians [77] http://www.royalcollege.ca/rcsite/canmeds/canmeds-framework-e | Definition “Competence”: The array of abilities across multiple domains or aspects of physician performance in a certain context. Statements about competence require descriptive qualifiers to define the relevant abilities, context, and stage of training or practice. Competence is multi-dimensional and dynamic. It changes with time, experience, and setting. “Competency”: An observable ability of a health professional related to a specific activity that integrates knowledge, skills, values and attitudes. Since competencies are observable, they can be measured and assessed to ensure their acquisition. Competencies can be assembled like building blocks to facilitate progressive development | Behavioural |
Examples • Plan and perform procedures and therapies for the purpose of assessment and/or management • Demonstrate a commitment to high-quality care of their patients | Functional and behavioural | ||
4 | Pharmacy Education Taskforce: A Global Competency Framework. 2012 International Pharmaceutical Federation [78]. | Definition “Competence”: Knowledge, skills, behaviours and attitudes that an individual accumulates, develops, and acquires through education, training, and work experience. | Behavioural |
Examples • Advise on health promotion, disease prevention and control, and healthy lifestyle • Tailor communications to patient needs | Functional and behavioural | ||
5 | Four-year, integrated nursing and midwifery competency-based, prototype curriculum for the African Region. 2013 WHO, Regional Office for Africa [79] https://apps.who.int/iris/bitstream/handle/10665/254742/9789290232612eng.pdf?sequence=1&isAllowed=y | Definition “Competency”: Basic knowledge, skills, attitudes and judgement required to safely perform the prescribed role. | Functional |
Examples • Interact effectively with clients fostering mutual respect and shared decision making to enhance client satisfaction and health outcomes. • Conducts a comprehensive assessment of a client in a caring, respectful and culturally sensitive manner. | Functional and behavioural | ||
6 | Core competencies in adolescent health and development for primary care providers including a tool to assess the adolescent health and development component in pre-service education of health-care providers. 2015 WHO [80]. https://apps.who.int/iris/bitstream/handle/10665/148354/9789241508315_eng.pdf?sequence=1 | Definition “Competency”: Sufficient knowledge, psychomotor, communication and decision-making skills and attitudes to enable the performance of actions and specific tasks to a defined level of proficiency. | Functional |
Examples • Effectively interact with an adolescent client • Assess normal growth and pubertal development and manage disorders of growth and puberty | Functional and behavioural | ||
7 | WHO Competency Framework for Health Workers’ Education and Training on Antimicrobial Resistance. 2018 WHO [81]. http://apps.who.int/medicinedocs/documents/s23443en/s23443en.pdf | Definition “Competency”: A “combination of knowledge, skills, motives and personal traits”, development of which should help individuals to continually improve their performance and to work more effectively. | Behavioural |
Examples • Health worker understands and implements the principles of hygiene, sanitation and IPC to reduce the spread of AMR • Health worker demonstrates that they have the knowledge and understanding… to facilitate optimal and safe use of antimicrobial agents for management of infections. | Behavioural | ||