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BACKGROUND & AIMS: BACKGROUND:The CompHP Project on Developing Competencies and Professional Standards for Health Promotion in Europe was developed in response to the need for new and changing health promotion competencies to address health challenges. This article presents the process of developing the CompHP Core Competencies Framework for Health Promotion across the European Union Member States and Candidate Countries. METHOD:A phased, multiple-method approach was employed to facilitate a consensus-building process on the development of the core competencies. Key stakeholders in European health promotion were engaged in a layered consultation process using the Delphi technique, online consultations, workshops, and focus groups. FINDINGS:Based on an extensive literature review, a mapping process was used to identify the core domains, which informed the first draft of the Framework. A consultation process involving two rounds of a Delphi survey with national experts in health promotion from 30 countries was carried out. In addition, feedback was received from 25 health promotion leaders who participated in two focus groups at a pan-European level and 116 health promotion practitioners who engaged in four country-specific consultations. A further 54 respondents replied to online consultations, and there were a number of followers on various social media platforms. Based on four rounds of redrafting, the final Framework document was produced, consisting of 11 core domains and 68 core competency statements. CONCLUSIONS:The CompHP Core Competencies Framework for Health Promotion provides a resource for workforce development in Europe, by articulating the necessary knowledge, skills, and abilities that are required for effective practice. The core domains are based on the multidisciplinary concepts, theories, and research that make health promotion distinctive. It is the combined application of all the domains, the knowledge base, and the ethical values that constitute the CompHP Core Competencies Framework for Health Promotion.

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BACKGROUND & AIMS: :A national movement to transform U.S. nursing homes is occurring with the intent to support self-determination, dignity and choice for nursing home residents facilitated by the continuation of their routines and preferences. Ten competencies for nurses were identified to facilitate this culture change in nursing homes. These competencies are intended to: model resident-directed care; foster effective team work with direct care workers to solve problems and make decisions that support residents; and promote a positive work and home environment. The strategies used to identify and disseminate the ten competencies are described as well as implications of the competencies for practice, education, and research.

背景与目标： : 正在进行一场全国性的改造美国疗养院的运动，目的是支持疗养院居民的自决，尊严和选择，这是由于他们的日常活动和偏好的延续。确定了十项护士能力，以促进疗养院的这种文化变化。这些能力旨在: 模拟居民指导的护理; 与直接护理人员一起培养有效的团队合作，以解决问题并做出支持居民的决策; 并促进积极的工作和家庭环境。描述了用于识别和传播十种能力的策略，以及这些能力对实践，教育和研究的影响。

BACKGROUND & AIMS: OBJECTIVE:The authors describe the development and implementation of the Accreditation Council for Graduate Medical Education's core competencies in a child and adolescent psychiatry residency program. METHOD:The authors identify the program's organizational approach and participants and detail various strategies and methods of defining, describing, and utilizing the core competencies, with an emphasis on using practical, easily employed techniques within existing systems and structures. RESULTS:Using this approach to developing and implementing the core competencies was effective and accepted well by the participants. CONCLUSIONS:Existing program structures and systems can be used successfully to develop and implement the core competencies in a residency program.

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BACKGROUND & AIMS: :The Core Competencies for Collaborative Practice identify the skills needed by every health care provider to be successful in implementing interprofessional practice. Health professions students need to build skills for interprofessional practice as emerging professionals. Reflection is a core skill needed for successful interprofessional practices. This study identifies themes from an interprofessional education research project and discusses their congruency with the Competencies.

背景与目标： : 协作实践的核心能力确定了每个医疗保健提供者成功实施跨专业实践所需的技能。卫生专业学生需要培养新兴专业人员的跨专业实践技能。反思是成功跨专业实践所需的核心技能。本研究确定了跨专业教育研究项目的主题，并讨论了它们与能力的一致性。

BACKGROUND & AIMS: AIMS AND OBJECTIVES:This paper is a report of a study conducted to investigate differences between nurse practitioners' perceptions of the importance of required competencies and their self-evaluated existing competencies, and the main factors influencing these differences. BACKGROUND:The difference between nurse practitioners' perceptions of required competencies and their existing competencies has never been investigated. Therefore, it is still uncertain whether these two competencies differ. DESIGN:A nationwide survey study was authorised by the Department of Health (DOH) in Taiwan. METHODS:For this nationwide survey study, the Questionnaire of Competencies in the Nurse Practitioner's Role was mailed to all nurse practitioners who qualified for the first annual national NP licence exam in Taiwan. Of 582 questionnaires distributed, 374 valid questionnaires were returned for a response rate of 64.2%. RESULTS:The scores for required competencies were all higher than existing competencies. The competencies with largest differences were (in increasing order) clinical research, direct care, and leadership and reform. The competencies with smallest differences were (in ascending order) medical assistance, communication and coordination, and ethical decision-making. Differences in the total score between required and existing competencies were significantly influenced by nurse practitioners' age, seniority as nurse practitioner, whether the nurse practitioners' institution had a nurse practitioner advancement system, and the number of patients under their care. CONCLUSIONS:Nurse practitioners' perceptions of the importance of their expected role competencies were significantly greater in most cases than their actual competencies. RELEVANCE TO CLINICAL PRACTICE:These findings could serve as a reference to improve cultivation of the NP system in Taiwan, to strengthen professional competencies in NP training programs.

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BACKGROUND & AIMS: :Assessing medical student competence in non-traditional domains can be challenging. Conventional methods of assessment are generally unsatisfactory. The authors discuss the approach taken at the Brown Medical School, USA to assess students at the beginner, intermediate, and advanced levels in the social and community contexts of health care - one of the nine abilities that comprise Brown's competency-based curriculum. At the beginner level, faculty use weekly field notes written by students about their experiences in community practice placements as the means for assessment. At the intermediate level, faculty assess students based on their completion of a project focused on a community health problem. At the advanced level, a screening process is used in which students first meet individually with a member of the assessment committee who determines if the student's efforts appear to meet the expected standards. If success seemed likely, then the student was encouraged to appear before the whole committee. The authors discuss the common use of subjective judgments at all three levels and the importance of diverse perspectives in achieving a consensus. Allowing students wide latitude in expressing themselves and their accomplishments helps to ensure success.

背景与目标： : 在非传统领域评估医学生的能力可能具有挑战性。传统的评估方法通常不能令人满意。作者讨论了美国布朗医学院在医疗保健的社会和社区环境中评估初级，中级和高级水平的学生的方法，这是布朗基于能力的课程的九种能力之一。在初学者级别，教师使用学生每周写的关于他们在社区实习中的经历的实地笔记作为评估的手段。在中级阶段，教师会根据学生完成针对社区健康问题的项目来评估学生。在高级级别上，使用了筛选过程，其中学生首先与评估委员会的成员单独会面，后者确定学生的努力是否达到了预期的标准。如果成功似乎是可能的，那么鼓励学生出现在整个委员会面前。作者讨论了主观判断在所有三个层次上的普遍使用以及不同观点对达成共识的重要性。让学生在表达自己和成就方面有很大的自由度，有助于确保成功。

BACKGROUND & AIMS: OBJECTIVE:The objective of this paper is to provide a brief overview and context for the new Australian Network of Public Health Institutions (ANAPHI) Foundation Competencies for Master of Public Health Graduates in Australia, and to outline the current status of the quality agenda for public health training and competency standards for Master of Public Health (MPH) education in Australia. APPROACH:We summarise the complex history and process of developing competency standards for Master of Public Health courses in Australia, including the logic for a competency-based set of training guidelines. An abridged example of a competency and its underpinning knowledge is provided. CONCLUSIONS AND IMPLICATIONS:This set of competency standards will be useful for MPH course designers, and critical to maintaining the standard of MPH courses in the current (and changing) health policy context, both in Australia and internationally.

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BACKGROUND & AIMS: BACKGROUND:Medical regulatory organizations worldwide require competency in communication skills. Pediatric communication competencies are unique, and little is known about pediatric residents' perceptions regarding these skills. AIM:The purpose of this study was to examine pediatric residents' attitudes about communication skills, their perceptions of the importance of learning 15 specific communication skills relevant to pediatrics, confidence in these skills, and relevant program supports. METHODS:We developed a 47-item cross-sectional questionnaire to study pediatric residents' attitudes and perceptions regarding communication competencies. 104 pediatric housestaff in a university-affiliated program in the US were asked to complete the questionnaire. Scale variables were created and evaluated for reliability. Data were analysed using descriptive and univariate statistics. RESULTS:Response rate was 86% (89/104). Cronbach's alpha reliabilities of the Importance Scale (r = 0.92) and Confidence Scale (r = 0.90) were excellent. Ninety nine percent of the participants agreed that learning to communicate effectively with patients was a priority. All agreed it is important to demonstrate empathy and caring, and to teach medical students to communicate effectively with patients. Pediatric residents agreed that the 15 communication competencies studied were important to learn. Most reported confidence in core communication competencies (interviewing, listening, building rapport, demonstrating caring and empathy), but only half or fewer were confident in 7 more advanced communication skills (ability to discuss end-of-life issues, speaking with children about serious illness, giving bad news, dealing with the 'difficult' patient/parent, cultural awareness/sensitivity, understanding psychosocial aspects, and understanding patients' perspectives). Few reported the availability of relevant program supports for learning these skills. CONCLUSIONS:Pediatric residents perceive communication competencies as important and a priority for learning, yet report a lack of confidence in advanced communication skills and insufficient program supports. Our measurement scales can add to the evaluation of residency programs, and may provide suggestions for pediatric curricular content in core and advanced communication skills.

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BACKGROUND & AIMS: :This study identifies competencies and accompanying skills, knowledge, and abilities (SKAs) required by the Veterans Health Administration (VHA) nurse executives. Using the Delphi decision-making method, 144 VHA directors of nursing identified five top competencies necessary for nurse executives. An expert panel sorted competencies into the eight core domains of the VHA high-performance development model. Next, nurse executives rated SKAs by using a 7-point importance scale. Response rates were 34% and 48.2% for Delphi rounds 1 and 2, respectively. Round 1 generated 245 unique nurse executive competencies. In round 2, the highest rated SKAs involved ethical conduct, decision-making, abilities to continuously learn and lead, staffing, and conflict-resolution skills. Competency list outcomes are expected to be useful for executive self-assessment, professional development, and identification of continuing education needs. Specific SKAs can provide a means for development of job requirements and career performance criteria.

背景与目标： : 这项研究确定了退伍军人健康管理局 (VHA) 护士主管所需的能力以及伴随的技能，知识和能力 (SKAs)。使用Delphi决策方法，144 VHA护理主管确定了护士主管所需的五项最高能力。专家小组将能力分为VHA高性能开发模型的八个核心领域。接下来，护士高管通过使用7点重要性量表对SKAs进行评分。分别对Delphi第1轮和第2轮的应答率34% 和48.2%。第一轮产生了245独特的护士执行能力。在第2轮中，评分最高的ska涉及道德操守，决策，持续学习和领导的能力，人员配备以及解决冲突的技能。能力清单结果有望对执行人员自我评估，专业发展和确定继续教育需求有用。特定的ska可以为制定工作要求和职业绩效标准提供一种手段。

BACKGROUND & AIMS: BACKGROUND:As emotional and social competency training proliferates within a work readiness context, concerns remain regarding their efficacy. Data on these programs tends to be scarce and outcome objectives are often poorly defined. OBJECTIVE:Authors developed and tested a work readiness emotional and social competency program specifically designed for at-risk young adults, tailored with best practices in mind. METHOD:84 clients of a community organization that provides employment support to young adults with disabilities (48 men and 36 women) with a mean age of 28.17 years (SD = 11.64) completed measures of emotional intelligence and alexithymia on either side of the 4-week intervention. RESULTS:Men's interpersonal scores and women's adaptability scores showed significant improvement across the intervention. In addition, women's scores in both identifying and describing feelings improved significantly, as did men's scores in describing feelings. CONCLUSIONS:Within the context of work readiness, participants in an intervention to improve emotional and social competencies can see key improvements to competencies linked to occupational attainment.

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BACKGROUND & AIMS: INTRODUCTION:Rheumatologists are the primary healthcare professionals responsible for patients with rheumatic diseases and should acquire medical ethical competencies, such as the informed consent process (ICP). The objective clinical structured examination is a valuable tool for assessing clinical competencies. We report the performance of 90 rheumatologist trainees participating in a station designed to evaluate the ICP during the 2018 and 2019 national accreditations. METHODS:The station was validated and represented a medical encounter in which the rheumatologist informed a patient with systemic lupus erythematosus with clinically active nephritis about renal biopsy. A trained patient-actor and an evaluator were instructed to assess ICP skills (with a focus on kidney biopsy benefits, how the biopsy is done and potential complications) in obtaining formal informed consent, delivering bad news and overall communication with patients. The evaluator used a tailored checklist and form. RESULTS:Candidate performance varied with ICP content and was superior for potential benefit information (achieved by 98.9% of the candidates) but significantly reduced for potential complications (37.8%) and biopsy description (42.2%). Only 17.8% of the candidates mentioned the legal perspective of ICP. Death (as a potential complication) was omitted by the majority of the candidates (93.3%); after the patient-actor challenged candidates, only 57.1% of them gave a clear and positive answer. Evaluators frequently rated candidate communications skills as superior (≥80%), but ≥1 negative aspect was identified in 69% of the candidates. CONCLUSIONS:Ethical competencies are mandatory for professional rheumatologists. It seems necessary to include an ethics competency framework in the curriculum throughout the rheumatology residency.

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BACKGROUND & AIMS: OBJECTIVE:The University of California (UC) leadership sought to develop a robust educational response to the epidemic of opioid-related deaths. Because the contributors to this current crisis are multifactorial, a comprehensive response requires educating future physicians about safe and effective management of pain, safer opioid prescribing, and identification and treatment of substance use disorder (SUD). METHODS:The six UC medical schools appointed an opioid crisis workgroup to develop educational strategies and a coordinated response to the opioid epidemic. The workgroup had diverse specialty and disciplinary representation. This workgroup focused on developing a foundational set of educational competencies for adoption across all UC medical schools that address pain, SUD, and public health concerns related to the opioid crisis. RESULTS:The UC pain and SUD competencies were either newly created or adapted from existing competencies that addressed pain, SUD, and opioid and other prescription drug misuse. The final competencies covered three domains: pain, SUD, and public health issues related to the opioid crisis. CONCLUSIONS:The authors present a novel set of educational competencies as a response to the opioid crisis. These competencies emphasize the subject areas that are fundamental to the opioid crisis: pain management, the safe use of opioids, and understanding and treating SUD.

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BACKGROUND & AIMS: :Learning to effectively communicate and work with other professionals requires skill, yet interprofessional education is often not included in the undergraduate healthcare provider curriculum. Simulation is an effective pedagogy to bring students from multiple professions together for learning. This article describes a pilot study where nursing and social work students learned together in a simulated learning activity, which was evaluated to by the Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS was used before and after the simulated activity to determine if this form of education impacted students' perceptions of readiness to learn together. Students from both professions improved in their RIPLS scores. Students were also asked to identify their interprofessional strengths and challenges before and after the simulation. Changes were identified in qualitative data where reports of strengths and challenges indicated learning and growth had occurred. In conclusion, this pilot study suggests that interprofessional simulation can be an effective method to integrate Interprofessional Education Collaborative core competencies into the curriculum.

背景与目标： : 学习有效地与其他专业人员进行沟通和工作需要技能，但是专业间的教育通常不包括在本科医疗保健提供者的课程中。模拟是一种有效的教学法，可以将来自多个专业的学生聚集在一起学习。本文介绍了一项试点研究，其中护理和社会工作学生在模拟学习活动中一起学习，并通过跨专业学习准备量表 (RIPLS) 进行了评估。在模拟活动之前和之后使用RIPLS来确定这种形式的教育是否会影响学生对一起学习的意愿。这两个专业的学生的RIPLS分数都有所提高。还要求学生在模拟之前和之后确定他们的专业间优势和挑战。在定性数据中发现了变化，其中有关优势和挑战的报告表明已经发生了学习和成长。总之，这项初步研究表明，跨专业模拟可以成为将跨专业教育协作核心能力整合到课程中的有效方法。

BACKGROUND & AIMS: INTRODUCTION:The COVID-19 (coronavirus disease 2019) pandemic has radically changed the future of study abroad, yet students require the knowledge, skills, and attitudes to provide care for diverse cultures across geographical boundaries. The purpose of this article is to facilitate innovative learning opportunities in order to meet global health competencies in the physical or virtual classroom when study abroad is not feasible. APPROACH:Based on a review of published literature related to global health competencies and nursing over the last decade, a description of suggested global learning activities is provided. RESULTS:Few research publications exist to describe activities for meeting global health competencies when travel abroad is restricted. The proposed activities provide a foundation to address the gap in literature and to establish a trajectory for future research. DISCUSSION:The challenge is to demonstrate evidence of global health competency attainment when students are confined to their local community.

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