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Competencies defined in practice standards and frameworks promote safe and effective healthcare by underpinning training curricula and service standards. The provision of mobility assistive products involves a range of professionals, each guided by various standards and frameworks that define various competencies. This environmental scan aimed to identify global resources containing professional competencies applicable to mobility assistive product provision and to compare them against a gold standard. Competencies for mobility assistive products were found in 14 resources of diverse types. While there were similarities between competency standards, such as service steps, there were also significant differences, such as minimum education levels and competency domains. This environmental scan highlights an opportunity for professionals providing mobility assistive products to collaborate and establish unified competencies. Standardizing these competencies could harmonize training, regulation, and service standards, thereby improving coordination and service quality. Additionally, this approach could serve as a model for developing standardized competencies for other assistive products, such as hearing and vision aids, enhancing outcomes across various assistive technology types. [ABSTRACT FROM AUTHOR]

The development of competency standards for creating Environmental Product Declarations (EPDs) is crucial for enhancing brand reputation by ensuring accurate, reliable, and internationally compliant environmental reporting. This study aims to systematically develop and validate these standards to support sustainable business practices, employing a qualitative approach using the Gall and Borg model and the Regional Model Competency Standards (RMCS) framework. The research clarifies development requirements, confirms systems and regulations, identifies potential issues, explores relevant data, and formulates and validates competency units. The results highlight a comprehensive process that emphasizes the application of sustainability principles, appropriate use of technology, and collaboration with stakeholders to ensure transparency and accuracy in environmental impact reporting. Additionally, the study developed a model illustrating the alignment of competency standards with industry SOPs, curriculum, and modules, effectively structuring competency development. The study concludes that companies implementing these standards can produce better and more transparent EPDs, critical for building consumer trust and loyalty. By aligning industry needs with educational outcomes, the standards bridge the gap between theoretical knowledge and practical application, demonstrating a commitment to sustainability and significantly enhancing brand reputation. [ABSTRACT FROM AUTHOR]

This study aims to develop comprehensive competency standards for facilitators implementing Good Hygienic Practices (GHP) in the food industry, particularly to align with the new Codex Alimentarius Standard on Principles of Food Hygiene. Through a literature review approach and drawing inspiration from the Regional Model Competency Standard (RMCS), the research seeks to address existing gaps in GHP training and facilitation. The study emphasizes the importance of consistent and effective implementation of food safety practices by formulating structured competency standards covering areas such as GHP application, risk management, specific hygiene practices, and integration with Hazard Analysis and Critical Control Point (HACCP) systems. These standards are anticipated to significantly enhance food safety standards, reduce the incidence of foodborne diseases, and increase consumer confidence in food products. Furthermore, the study's implications extend to future research and policy initiatives aimed at promoting food safety through professional training and global standardization of practices. [ABSTRACT FROM AUTHOR]

Occupational therapy competency standards provide an evidence-base to inform clinical best practice, however it is not known whether education about competency standards will increase occupational therapists' adherence to their use. To investigate if education about the 'Australian Competency Standards for Occupational Therapy Driver Assessors' leads to increased adherence to the competency standards in the clinical practice of occupational therapy driver assessors. A mixed methods multiple case study design was used to evaluate 5 occupational therapy driver assessors' adherence to the competency standards. An audit of 25 client files and interviews were conducted to evaluate practice against the competency standards prior to an education session, followed by an audit of a further 25 files, interview and feedback after education. Qualitative and quantitative analyses suggest that education about the 'Australian Competency Standards for Occupational Therapy Driver Assessors' was associated with increased adherence to the competency standards in clinical practice. The results also support the use of competency standards in clinical practice. Competency standards can be used to inform and guide clinical practice, and individualised education and feedback of practice against the competency standards can increase occupational therapists' adherence to these standards. [ABSTRACT FROM AUTHOR]

Aim: To identify minimum reporting standards for assessing the processes and outcomes of Australian primary care dietetics practice. Methods: A sequential, mixed‐method, exploratory process with peer‐nominated Australian 'thought leaders'. A literature review was undertaken to identify possible standards, followed by semi‐structured qualitative interviews with thought leaders. Content analysis was used to identify a comprehensive group of items that could inform evidence‐based reporting standards. Two rounds of a modified Delphi survey were conducted with the same thought leaders to seek consensus on the most relevant items. Individual items were analysed for content validity, and those with a rating of excellent item‐content validity (index >0.78) were included as evidenced‐based standards for primary care practice. Results: Twenty‐six thought leaders (response rate: 87%) from all mainland Australian states completed a qualitative interview and two rounds of modified‐Delphi consensus surveys. Items were identified and categorised into three domains: business, clinical, and implementation. Content analysis identified 216 items published or used in practice by the thought leaders. After two rounds of consensus review, 97 items (45 business, 33 clinical, and 19 implementation) achieved excellent consensus ratings. Combining these items into a standardised tool, the scale‐content validity index average was >0.90, which is considered excellent content validity. Conclusions: This study has identified minimum reporting standards for evidence‐based process and outcome assessments in primary care dietetics practice in Australia. Incorporating such standards into a standardised tool could enable benchmarking across the dietetics workforce and contribute to a broader understanding of the dietetic impact on public health. [ABSTRACT FROM AUTHOR]

Damage to the natural environment (floods, pollution) and social (decreased manners) becomes the focus of education to reduce its bad impact. Prevention of damage to the natural environment through learning biology, but the application of environmental education through religious subjects, so that the two curricula are expected to synergize with each other to protect the environment and harmonization of social life. This study aims to analyze the environmental education content in the Islamic religious education curriculum using content analysis. The results showed that the environmental education content in the Islamic religious education curriculum was taught in grades I, II, III, IV, VI, VII, IX, XI, and XII. Environmental Education in the Islamic Religious Education Curriculum includes humans as social beings, natural resources, personal hygiene, and the environment. Implementation of attitudes that arise include courtesy and mutual respect, clean and healthy living, and slaughtering sacrificial animals wisely.

Sonographers possess a unique and complex body of knowledge and skills, providing real health benefits to the community. The value of competency frameworks rests on their capacity to support and facilitate professional practice in the interests of public safety. The commitment to act in the service of others carries with it a professional and ethical obligation to practice within the boundaries of accepted competency standards. The well‐accepted Australasian Sonographers Association (ASA) competency standards for entry‐level Australian sonographers were introduced a decade ago. At this time, ultrasound technology, its application and the sonographer's role as a critical interface to this technology continue to evolve. The article provides an overview of research used to develop a contemporary competency framework for sonographers. It describes each framework component and how these components have a potential role in sonographer education and clinical practice at different levels of expertise. Sonographer competencies were developed via a national collaborative research project led by a multi‐institutional research team of academic and industry professionals. A Delphi study design elicited consensus on multiple competency characteristics from an expert panel of 55 sonographers. The expert panel contained representatives from all Australian states and territories and represented all domains of practice. The resulting project outcome consisted of a competency framework containing four significant components: sonographer competency standards, sonographer knowledge, sonographer attitudes and a holistic competency matrix. [ABSTRACT FROM AUTHOR]

This paper aims to resolve the difficulties of implementing competency-based assessment (CBA) in vocational high school while practicing in the workplace. This research was performed employing a qualitative exploratory descriptive (QED) method. The respondents are 109 participants from vocational teachers, industry experts, VHS students, and technical certification organizations. The implementation of CBA generates the competency standards of graduates in schools that meet the industry's competency needs. CBA is carried out by creating competency levels, college and workplace learning as students practice doing industrial work. This study's findings suggest aspects of CBA that provide a fair degree of application of the student's business work activities and present an approach to explaining training that is not limited to learning contexts.

As a result of the lockdowns and social distancing measures imposed by COVID-19, courts in many common law jurisdictions were required to rapidly accelerate their use of remote court hearings. This article will explore the experiences of courts in Australia, England and Wales and Hong Kong in more broadly adopting this mode of judicial determination as part of a wider consideration as to whether Hong Kong should more permanently, post COVID-19, extend its use of remote hearings. Furthermore, this article will explore the implications which arise for advocacy-related training for Hong Kong students undertaking their Postgraduate Graduate Certificate in Laws (PCLL) programme, in order to ensure that such students are equipped for the ethical, technical and other skills-based challenges arising from these developments. In particular, this article will consider how existing PCLL benchmarks can be refined to facilitate this process. [ABSTRACT FROM AUTHOR]

This progress report contains about the achievement of the implementation of the program of research in the development of teaching materials in the form of an integrated jobsheet. The second stage of the development will be done in 2018 with the goal to find: 1) the evaluation result from the expert, lectures, and students, 2) the obstacles during the try out, and 3) the feasibility of the jobsheet draft as a lab teaching material. Research using Dick & Carey development model, in review and test the research involving 2 experts, 7 course lectureres,and 24 students in mechanical engineering department. Data obtained using questionnaire enclosed and open questionnaire. Data were collected in the form of comments and suggestions as well as the evaluation result toward the integrated jobsheet were analyzed by descriptive qualitative and quantitative improvement. The test results stated: 1) the content expert test is very decent; design / media expert is very decent; individual very decent; small group is very decent; and field testing of students and lecturer decent and very decent. 2) components that need to be revised from the entire contents of the test results and instructional design experts to field test were: The contents of the summary should be more material-oriented than the summary of jobsheet parts, in addition to trouble shooting ignition problems, it is necessary to add maintenance material that is preventive maintenance, assessment rubrics for evaluation /practical tasks need to be made in more detail from simple to complex practices. Summary and evaluation analysis tools must be clear, the amount of test practice material so that there is a balance of theory and practice, the size of the book should be chosen for an elegant appearance, especially if proposed to ISBN. Based on test data and analysis of the abovementioned, teaching material draft can be declared eligible as the practical of teaching jobsheet. This research only reached the stage of formative evaluation on Jobsheet, it is expected in the future to do more research to determine its effectiveness in an effort to increase the competence of students.

The Entry-level Competency Standards for Optometry in Australia identify the required knowledge, skills and attributes for an optometrist to practise safely and competently. The 2022 competencies are the sixth generation of entry-level competency standards. To ensure the standards reflect contemporary practice and the expectations placed on optometrists, a full revision of the standards was commenced in late 2019. A steering committee was appointed by Optometry Australia to oversee the development of the Entry-level Competency Standards for Optometry. The development was informed by a review of best-practice design for health professional competency standards undertaken by Paul Hager on behalf of the Optometry Council of Australia and New Zealand (OCANZ) in 2019. To identify the changes required, workshops were held with optometrists and representatives from stakeholder organisations leading to the formation of draft Entry-level Competency Standards for Optometry in early 2020. The impacts of the COVID-19 pandemic meant development halted in March 2020, and resumed in late 2021. Consultation on the Entry-Level Competency Standards for Optometry 2022 was undertaken in two rounds with the first being targeted stakeholder consultation, followed by public consultation. Following consultation, feedback was considered by the steering committee and amendments were made to produce the final Entry-level Competency Standards for Optometry 2022. This document outlines the development process and the major changes in the updated standards. The major changes include a redesigning of the Domains, a reduction in the level of detail and a strengthening of the expectations around cultural responsiveness and culturally safe care. The revised standards capture the current entry requirements for the optometric profession as of 2022. The updated Entry-level Competency Standards for Optometry 2022 were endorsed by the national board of Optometry Australia and accepted by the Optometry Board of Australia in February 2023.

Philippines as one of the top producers of nurses worldwide must benchmark its national nursing standards to the rest of the world. Therefore, the standards must be compared and contrasted with other countries like Australia. The main purpose of this study is to compare and contrast nurse’s competency and performance indicators between the Philippines and Australia nursing competency system. This is a review article guided by Donnelly and Weichula’s Qualitative- Comparative Analysis (QCA). The process includes identification of the condition of interest, dichotomization and development of truth tables. Two official documents namely the Philippines’ National Nursing Core Competency Standards and Australia’s National Competency Standards for the Registered Nurse were selected as the condition of interest. Findings show that Australia adopted a one pronged-generalist, non-linear approach, and policy-based nursing education system while the Philippines emphasized on three-pronged specialization, work-based, and linear approach nursing competency standards. The Australia and Philippine nursing competency trails a different path in adopting standards for nursing education system. The strengths and weaknesses of each national nursing competency standards were discussed.

Introduction: Competency standards outline the knowledge, skills, and attributes that are required for competent practice. This study describes the process followed to revise and validate the competency standards for occupational therapy driver assessors in order to guide clinical practice in this area of advanced occupational therapy practice. Methods: A mixed methods research approach was used in this study. In phase 1, three focus groups with driver assessors reviewed and suggested revisions to the competency standards for occupational therapy driver assessors. Phase 2 involved content validation with key stakeholders through a focus group with consumers, written feedback from Australian state, and territory driver licensing authorities, and a two‐round Delphi process with Australian occupational therapy driver assessors. Results: Forty‐nine occupational therapy driver assessors participated in the phase 1 focus groups. Deductive content analysis of the transcripts provided data to revise the competency standards. Inductive analysis provided an in‐depth understanding of the participants' views and was interpreted through six categories and their underlying subcategories: purposes and benefits; jurisdictional variations and practice diversity; language use; defining competent practice; challenging systems and processes; and competency standards content. Forty‐eight occupational therapy driver assessors participated in the Delphi process. In Round 1, only 1 of the 164 competency standards and practice behaviours rated did not achieve the pre‐determined 70% consensus rate. In Round 2, all statements achieved consensus, with the overall average consensus level obtained across the Round 2 statements at 96.8%. Conclusion: The revised Australian Competency Standards for Occupational Therapy Driver Assessors have been endorsed by Occupational Therapy Australia and released for clinical use. The methods described in this research provide a framework suitable for revision or development of competency standards in both other areas of occupational therapy practice and other health‐care professions. [ABSTRACT FROM AUTHOR]

This paper profiles the main competencies required of school leaders to effectively manage ethnocultural diversity. Elementary and secondary school principals (N=17) were interviewed using the critical incident technique to gather their observations regarding their management practices in dealing with ethnocultural diversity in their school. The data were mixed coded according to four orders of professional competency established by the Québec Ministry of Education (MELS): educational services management, school environment management, human and material resource management, and administrative management. Results highlight the importance of collaboration and shared responsibility between the school-team, the students, the parents, and the community, as well as the need to consider the school's priorities. [ABSTRACT FROM AUTHOR]

Introduction. The establishment of archival science study programs at the undergraduate (including archival applied) level leads to efforts to develop archival education and fulfillment of the needs of professional archivists. This paper discusses the importance of established and strong archival education by implementing more effective competency standards. Data Collection Method. The method used in this research was literature study with qualitative approach. Data Analysis. The data was analyzed by using a descriptive-analytic approach. Results and Discussion. The establishment of the archiavl study programs will have great impacts on the quality of the graduates. The establishment also affected the scientific development of archival science, with the fact that the number of archival science study programs is limited. The non-standard curriculum by each study program also needs to be further professionally discussed. Conclusion. Competency standards in professional archivist development must ensure the clear objectives and tailored competency to support the archival science. Finally, archival education is to form humans’ characteristics to solve social problems in society, particularly the field of archival education.

基於以往教育政策效益的研究，多聚焦於該領域專家的觀點，而不是從利害關係人的角度進行評估。因此，本研究目的在於建立以科技大學教師觀點之職能基準融入教學政策的接受模式。運用相關接受模式的理論主張為基礎，建構包括教師信念、政策理解性、政策執行性、政策價值性和政策接受態度等五個變項的模式，依序編製問卷、蒐集 257 份有效樣本，運用結構方程模式進行分析。研究發現：一、所建構模式適配度良好、各變項之信度與效度俱佳，可以解釋科技大學教師對職能政策的接受態度；二、本模式驗證相關接受模式的理論和成分的主張，其中構成期望成分之「政策的理解性」、「政策的執行性」，正向影響價值成分之「政策的價值性」，進而決定科技大學教師對職能政策的接受態度；三、模式中「教師的信念」對於「政策的理解性」和「政策的執行性」，具正相關；「政策的理解性」和「政策的執行性」對於「政策的價值性」，也同具正相關；而「政策的理解性」對「政策的執行性」，並無相關；四、以「教師的信念」為模式的外部變項，可提升模式的解釋力；而「政策的價值性」是模式的重要中介變項。上述的研究發現可供政策決策及執行單位參考；另本模式未來亦可擴大運用至其他對象或政策，具理論和實務的應用性。 Studies related to the effectiveness of policy making have been focused on the concerns of domain experts, not stakeholders. The purpose of this study was to construct an acceptance model of educational policy to explore competency standards integration, and technical–vocational education and teaching. Based on the perspectives of professors from science and technology universities, this study examined the correlations among teaching progressive beliefs, perceived ease of policy understanding and application, perceived value to students, and attitudes toward policy implementation. Quantitative data from 257 participants were collected for confirmatory factor analysis using structural equation modeling. The results revealed that teaching progressive beliefs was positively related to perceived ease of policy understanding and application to teaching settings; perceived ease of policy understanding and application were positively associated with value to students; and value to students was positively correlated with attitude toward policy implementation. In addition, teaching progressive beliefs positively predicted the implementation attitude that was mediated by the perceived value of policies; however, perceived ease of policy understanding and application were essential in explaining the expectancy–value research model. This study suggested that formalization of the policy acceptance model can be applied to explore other policies related to education and policy making for understanding stakeholders’ attitudes toward the implementation of new policies.

Nowadays, projects have become so widespread in the world that individuals and organizations are always involved in a variety of them. Recent advances in technology and fundamental chang-es in most scientific disciplines have had an essential impact on projects, and have made the na-ture and environmental conditions governing them to become more complex than before. With increasing complexity, the amount of information needed for project management increases. In general, the increasing complexity of projects is a growing source of project risks. It has been recognized that complexity affects the performance of a project and will be effective in its suc-cess. In this context, the traditional principles and practices of project management are no longer able to control the emerging complexity of projects. In addition, one of the key factors for the success of the projects is the appropriateness of the project manager's assignment. Many studies have been carried out in identifying the suitability criteria of the project manager and the methods of selecting the project manager. In most of these studies, the amount and type of complexity of the project are mentioned as factors influencing the design of an appropriate project manager. However, there has not yet been a specific approach for selecting the project manager with re-gard to the complexity of the project. Therefore, in this research, we try to investigate the rela-tionship between the complexity of the project and the merits of the project manager by applying a structural equation modeling approach.

Concept‐based approaches to curriculum design have been proposed in nursing and health sciences education to address the issue of content overload in curricula but have not been described in dietetics. This study aimed to identify core concepts for the dietetics discipline in Australia and investigate the commonality and differences in these concepts across different dietetic organizations across the world. This study used document analysis of a purposive sample of international dietetics competency or proficiency standards identified from English‐speaking dietetic organizations worldwide. Content analysis was applied to the performance criteria or equivalent from 10 documents (nine organizations) to identify the most common elements. A total of 1,007 statements were analyzed. Fifty‐six concepts were developed. The four most frequent concepts coded across all statements were "critical thinking," "communication," "nutrition and dietetic service," and "quality assurance and improvement." There were 55 concepts common to all standards. The concept of "food security" was not present in one of the standards from the United States. The concepts that emerged from this study were common across different English‐speaking dietetic organizations across the world. Small differences on the emphasis of concepts, between different competency standards may reflect the health needs; health, political, economic, and social systems; and the cultural context of a country. Identifying core concepts in dietetics is the first step to help to inform curriculum design, which may address overcrowded curricular and promote conceptual learning. [ABSTRACT FROM AUTHOR]

Objectives: The Western Pacific Pharmaceutical Forum aims to foster Good Pharmacy Practice (GPP) in the Western Pacific Region (WPR). Our objective in this work was to develop and implement a process that equitably and constructively engaged pharmacy associations from the diverse cultures, languages and models of pharmacy practice in the WPR to identify common issues influencing the implementation of GPP. Methods: The World Café concept was incorporated into a modified Tuckman's model for group development to conduct a workshop of leaders from the major pharmacy associations of the WPR. Facilitated discussion groups and collaborative decision‐making were used to gather opinions and achieve agreement between the regional leaders. Key findings: Participants reported the method to be open, systematic and enabled full contribution. Two major issues were identified in relation to each of the four key pharmacist roles associated with GPP. The regional pharmacy leaders agreed the common priority issue for implementing GPP as: 'National competency standards should be established to enable the formulation of professional development framework that lead to enhanced pharmacy practice and patient care' and developed a strategy and work plan to address this issue. Conclusions: Identification of GPP issues and the common major priority occurred with shared knowledge of the current state of practice across the WPR. The adopted methodology overcame cultural and practice differences to ensure full and equal participation of all delegates. The approach ensured ownership by all participants of the strategy and work plan developed to address competency and professional development in the WPR. [ABSTRACT FROM AUTHOR]

This paper compares the results of a comprehensive exam taken by undergraduates enrolled in face-to-face and online sections of a three--credit course in information literacy. Authors discuss choosing, adapting, and implementing the comprehensive exam. Questions are mapped to the ACRL Competency Standards for Information Literacy for Higher Education to assess the effectiveness of the course. Preliminary results indicate that online students performed slightly better than their face-to-face counterparts. [ABSTRACT FROM AUTHOR]

Introduction Training for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators. Methods Clinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps. Results Forty-eight competency statements in 8 domains were developed. Conclusions Training is primarily investigator focused with few programs for clinical research coordinators. Lack of training is felt in new technologies and data management. There are no standardized assessments of competence.

Aim: Competency‐based Education (CBE) has underpinned the education of dietitians in Australia since the first Competency Standards (CS) were published; however, little is known about how CBE has influenced dietetic practice. The aim of this paper is to explore how a CBE framework and the CS have influenced dietetic practice in Australia since 1990. Methods: A qualitative investigation explored concepts of dietetic practice. Data analysed were original interviews previously undertaken with recent graduate dietitians during 1991 (n = 26), 1998 (n = 23) and 2007 (n = 19) and seven guided discussions with dietitians and employers (n = 28) conducted in 2014 to identify themes. The DAA Competency Standards and Accreditation Manuals/Standards since 1990 were also analysed to triangulate the interview data and to investigate how the CS were interpreted. Results and Conclusions: Themes identified from interviews included: (i) communicating for better care, (ii) scientific enquiry for effective practice, (iii) critical thinking and evidence‐based practice and (iv) professionalism, which remained core to dietetic practice over time, but leadership, advocacy, business management and entrepreneurial skills have emerged more strongly as the scope of practice has diversified. The landscape in which dietitians' practice showed increasing complexity and clear boundaries separating professional roles were disappearing. The 2015 CS and the 2017 Accreditation Standards highlighted that competency remains a shifting construct and that professional behaviours change depending on economic and political reasons in the play of power. Accreditation policy and current standards have successfully maintained a standard of dietetic practice across a diverse country but have the potential to constrain innovation. [ABSTRACT FROM AUTHOR]

In respect of professional nursing, the term scope of practice is regularly used, yet is often poorly defined both in Australia and internationally. This study explores the determinants of scope of practice from a national sample of Australian registered nurses using an online survey (Scope-QAu). This paper reports on two parts of a large cross-sectional survey wherein 1231 registered nurses in Australia provided data on how they determined their scope of practice. Scope of practice in the Australian nursing context is influenced by a range of professional publications, guidelines and standards, as well as professional peers and one's own judgement. Findings reveal that few demographic characteristics predicted the way nurses determined their own scope of practice. Nurses commonly relied upon three professional publications, peers and line managers, to establish their individual scope of practice. Impact statement: Registered nurses do not rely solely on professional guidelines or regulatory frameworks when determining their scope of practice. [ABSTRACT FROM AUTHOR]

Aim: A health workforce with the ability to practice with Aboriginal communities is crucial to bridge the health gap between Aboriginal and non‐Aboriginal Australians. This study aimed to explore the impact of university Aboriginal health placements on preparing dietetic graduates for practice with Aboriginal communities. Methods: A mixed methods sequential explanatory design was used. A sample of 594 dietetic graduates was invited to complete a survey that identified Aboriginal health experiences and measured attitudes and self‐confidence towards working in Aboriginal health using a five‐point Likert scale. Participants were divided into placement versus no‐placement groups and compared using chi‐squared tests. Sixteen of 33 participants who had completed an Aboriginal health placement were invited to participate in a semi‐structured interview to explore how placement influenced practice with Aboriginal communities. Interviews were analysed using content analysis. Results: A final sample of 120 participants showed that placement participants reported significantly higher self‐confidence towards working in Aboriginal health compared with no‐placement participants (No‐placement = 35% agree, 36% neutral, 29% disagree; Placement = 74% agree, 11% neutral, 16% disagree; χ2 (2, 88) = 9.4; P = 0.01). Fifteen participants were interviewed. Interview data indicated that situated learning experiences, breaking down stereotypes, empathy through learning from Aboriginal people, and Aboriginal health role‐models were key components of Aboriginal health placements in preparing dietetic graduates for practice with Aboriginal communities. Conclusions: The results suggest that Aboriginal health placements may be an effective strategy for preparing dietetic graduates for practice with Aboriginal communities. The feasibility of placement or alternative curriculum content needs to be explored. [ABSTRACT FROM AUTHOR]

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Aim: Health professionals seeking employment in foreign countries are commonly required to undertake competency assessment in order to practice. The present study aims to outline the development and validation of a written examination for Dietetic Skills Recognition (DSR), to assess the knowledge, skills, capabilities and professional judgement of overseas‐educated dietitians against the competency standards applied to dietetic graduates in Australia. Methods: The present study reviews the design, rationale, validation and outcomes of a multiple choice question (MCQ) written examination for overseas‐educated dietitians based on 5 years of administration. The validity of the exam is evaluated using Messick’s validity framework, which focuses on five potential sources of validity evidence—content, internal structure, relationships with other variables, response process and consequences. The reference point for the exam pass mark or “cutscore” is the minimum standard required for safe practice. Results: In total, 114 candidates have completed the MCQ examination at least once, with an overall pass rate of 52% on the first attempt. Pass rates are higher from countries where dietetic education more closely reflects the Australian model. While the pass rate for each exam tends to vary with each cohort, the cutscore has remained relatively stable over eight administrations. Conclusions: The findings provide important data supporting the validity of the MCQ exam. A more complete evaluation of the validity of the exam must be sought within the context of the whole DSR program of assessment. The DSR written component may serve as a model for use of the MCQ format for dietetic and other professional credentialing organisations. [ABSTRACT FROM AUTHOR]

This contribution to the discussion focuses on which conditions at universities need to be established so that academic teaching skills become relevant to the career of university teachers. To find an answer, current findings on academic teaching are summarized from the literature.

Although nurses have specialized in the management of incontinence, bladder, bowel, and pelvic floor dysfunction for more than 30 years, there is a lack of awareness and underutilization of their role. This article describes a 6-year project to define, characterize, and validate a role profile of the Nurse Continence Specialist. Data collection used a 2-phase, mixed-methods design. Phase 1 of the project resulted in a draft Nurse Continence Specialist role profile and Phase 2 led to validation of the draft profile. The result was a broad consensus about what constitutes the specific skill set for Nurse Continence Specialist specialization within nursing. [ABSTRACT FROM AUTHOR]

IntroductionTraining for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators.MethodsClinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps.ResultsForty-eight competency statements in 8 domains were developed.ConclusionsTraining is primarily investigator focused with few programs for clinical research coordinators. Lack of training is felt in new technologies and data management. There are no standardized assessments of competence. [ABSTRACT FROM PUBLISHER]

The publication of educational standards inspires a variety of responses---from wholesale acceptance and deployment to criticism and blame. The author of this paper contends that the revision of the ACRL's Information Literacy Competency Standards for Higher Education must be accompanied by a critical, conscious, and conscientious reception by librarians and information literacy advocates.

Fillion et al. (2012) recently designed a conceptual framework for professional cancer navigators describing key functions of professional cancer navigation. Purpose: Building on this framework, this study defines the core areas of practice and associated competencies for professional cancer navigators. Methods: The methods used in this study included: literature review, mapping of navigation functions against practice standards and competencies, and validation of this mapping process with professional navigators, their managers and nursing experts and comparison of roles in similar navigation programs. Findings: Associated competencies were linked to the three identified core areas of practice, which are: 1) providing information and education, 2) providing emotional and supportive care, and 3) facilitating coordination and continuity of care. Conclusion: Cancer navigators are in a key position to improve patient and family empowerment and continuity of care. Implications: This is an important step for advancing the role of oncology nurses in navigator positions and identifying areas for further research.

Objectives To determine the extent of use and perceived relevance of the National Competency Standards Framework for Pharmacists in Australia ( NCS). Based on these findings, to suggest approaches for the enhancement of pharmacy education for the profession locally and globally. Methods Convenience sampling techniques were employed between November 2013 and June 2014 in conducting an online survey with Australian pharmacy students, interns, pharmacists and educators. Key findings Data from 527 participants were included in the final analysis. Fewer students (52%, 96/183) and interns 78% (69/88) knew the NCS framing pharmacy practice compared with pharmacists (86%, 115/134). Despite knowledge that the NCS existed most participants reported poor familiarity with and use of the NCS. Registered pharmacists reported annual use but not for Continuing Professional Development ( CPD) plans or annual re-registration requirements. Respondents reported that practical use of NCS (e.g. mentoring interns) increased their use for personal needs. Some participants suggested regular instruction on self-assessment skills development would enhance meaningful use of the NCS. Conclusion Despite self-assessment against NCS being mandated annually, Australia's practising pharmacists provided explanations for why this is not common in practice. The barriers provided by respondents are interconnected; their enablers are practical solutions to each barrier. The findings reinforce the notion that student pharmacists must have their competency standards, life-long learning and self-assessment skills embedded into their university curriculum to ensure a strong foundation for practice. The opportunity offered by periodic renewal of standards must prompt regular profession-wide evaluation of its education to practice nexus. Insights and author recommendations are portable to the pharmacy profession globally. [ABSTRACT FROM AUTHOR]

Aim: Implementation of the Nutrition Care Process (NCP) into dietetics curricula and clinical internship evaluation in Asian countries is new. Two dietetics faculties from Malaysia and USA collaborated to assimilate NCP into clinical dietetics curriculum and internship evaluation. Methods: Dietetic interns under supervised practice in hospitals were assessed using a quantitative NCP ‐ based evaluation tool. This tool organised learning outcomes under NCP knowledge domains and achieved high internal consistency and inter ‐ rater reliability. Using a 5 ‐ point Likert scale, interns’ scores measured over a 12 ‐ week inpatients training were collated and analysed. Subgroup analysis differentiated strong (Progressers) and weak (Regressers) performers based on a median criterion of averaged NCP component scores. Results: Most external hospital sites (75% response rate) utilised the evaluation tool for interns’ assessment. Improvements in NCP knowledge domains were significant by week ‐ 9 and week ‐ 12 compared to baseline (P<0.001). Largest gain was associated with Step 2, nutrition diagnosis (95% CI: 2.63 – 3.09 vs 3.44 – 3.81, ηp2 = 0.297) and ADIME (nutrition Assessment, Diagnosis, Implementation, Monitoring and Evaluation) documentation (95% CI: 2.85 – 3.22 vs 3.72 – 4.15, ηp2 = 0.339). A median score of 3.5 at week ‐ 12 identified ‘Progressers’ (>3.5) or ‘Regressers’ (<3.5). Progressers demonstrated increasing linear trends from baseline to week ‐ 12 (P < 0.001 for all components) with change for ADIME documentation (95% CI: 4.07 – 4.49, ηp2 = 0.456) > Step 2, nutrition diagnosis (95% CI: 3.70 – 4.12, ηp2 = 0.348) > Step 3, nutrition intervention (95% CI: 3.65 – 3.96, ηp2 = 0.332) > Step 1, nutrition assessment (95% CI: 3.77 – 4.09, ηp2 = 0.307) > Step 4, monitoring and evaluation (95% CI: 3.72 – 4.04, ηp2 = 0.269). Weaker interns achieved maximum scores at week ‐ 9 before regressing. Conclusions: This study found that the application of an NCP ‐ based evaluation tool successfully tracked interns’ clinical competencies under supervised practice. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to determine whether registered nurse Australian specialty competency standards identified unique capabilities of nursing practice. Background: Use of the term specialist in nursing commenced early in the twentieth century with the growth and diversification of postgraduate nursing education. Courses in speciality nursing were associated with the development of specialty competency standards in Australia. Method: Australian specialty standards were mapped against the current national competency standards for the registered nurse. Content analysis was used to cross ‐ map the standards to the national standard domains of professional practice, critical thinking and analysis, provision and coordination of care, and collaborative and therapeutic practice. Findings: Of the 28 sourced speciality standards, only the nursing informatics standards displayed unique elements of nursing practice. Other nursing capabilities such as leadership and person ‐ centred care were prominent in speciality standards, while more difficult to interpret in the national standards. In addition, developmental and intellectual disability nursing was not evident in the national competency standards. Discussion: The findings above identified that nursing informatics were the only specialty standards that displayed unique capabilities of nursing practice when compared with the national competency standards. This raises the question of the value add specialty standards have on practice. Conclusion: Very few unique capabilities of specialty nursing were expressed in these standards. The study identified that they had more potential in assisting registered nurses to interpret their national competency standards into specialist practice contexts. Implications for nursing and health policy: It is proposed that specific performance indicators of how the registered nurse standards are applied in the specialty context are developed in place of multiple specialty standards. [ABSTRACT FROM AUTHOR]

Aims and objectives This paper reports an integrative review of the literature on nursing competency standards for nurses working in primary health care and, in particular, general practice. Background Internationally, there is growing emphasis on building a strong primary health care nursing workforce to meet the challenges of rising chronic and complex disease. However, there has been limited emphasis on examining the nursing workforce in this setting. Design Integrative review. Methods A comprehensive search of relevant electronic databases using keywords (e.g. 'competencies', 'competen*' and 'primary health care', 'general practice' and 'nurs*') was combined with searching of the Internet using the Google scholar search engine. Experts were approached to identify relevant grey literature. Key websites were also searched and the reference lists of retrieved sources were followed up. The search focussed on English language literature published since 2000. Results Limited published literature reports on competency standards for nurses working in general practice and primary health care. Of the literature that is available, there are differences in the reporting of how the competency standards were developed. A number of common themes were identified across the included competency standards, including clinical practice, communication, professionalism and health promotion. Many competency standards also included teamwork, education, research/evaluation, information technology and the primary health care environment. Conclusion Given the potential value of competency standards, further work is required to develop and test robust standards that can communicate the skills and knowledge required of nurses working in primary health care settings to policy makers, employers, other health professionals and consumers. Relevance to clinical practice Competency standards are important tools for communicating the role of nurses to consumers and other health professionals, as well as defining this role for employers, policy makers and educators. Understanding the content of competency standards internationally is an important step to understanding this growing workforce. [ABSTRACT FROM AUTHOR]

Summary Background The measurement of competence in evidence-based practice (EBP) remains challenging to many educators and academics due to the lack of explicit competency criteria. Much uncertainty exists about what specific EBP competencies nurses should meet and how these should be measured. Objectives The objectives of this study are to develop a competency framework for measuring evidence-based knowledge and skills in nursing and to elicit the views of health educators/researchers about elements within the framework. Design A descriptive survey design with questionnaire. Participants and Settings Between August and December 2013, forty-two health academics/educators, clinicians; and researchers from the medical and nursing schools at the University of Sydney and the Nurse Teacher's Society in Australia were invited to comment on proposed elements for measuring evidence-based knowledge and skills. Methods The EBP competency framework was designed to measure nurses' knowledge and skills for using evidence in practice. Participants were invited to rate their agreement on the structure and relevance of the framework and to state their opinion about the measurement criteria for evidence-based nursing practice. Results Participant agreement on the structure and relevance of the framework was substantial, ICC: 0.80, 95% CI: 0.67–0.88, P < 0.0001. Qualitative analysis of two open-ended survey questions revealed three common themes in participants' opinion of the competency elements: (1) a useful EBP framework; (2) varying expectations of EBP competence; and (3) challenges to EBP implementation. Conclusions The findings of this study suggested that the EBP competency framework is of credible value for facilitating evidence-based practice education and research in nursing. However, there remains some uncertainty and disagreement about the levels of EBP competence required for nurses. These challenges further implicate the need for setting a reasonable competency benchmark with a broader group of stakeholders in nursing. [ABSTRACT FROM AUTHOR]

Aim Evaluation or assessment of competence is an important step to ensure the safety and efficacy of health professionals, including dietitians. Most competency-based assessment studies are focused on valid and reliable methods of assessment for the preparation of entry-level dietitians, few papers have explored student dietitians' perceptions of these evaluations. The present study aimed to explore the perceptions of recent graduates from accredited nutrition and dietetics training programs in Australia. It also aimed to establish the relevance of competency-based assessment to adequately prepare them for entry-level work roles. Methods A purposive sample of newly graduated dietitians with a range of assessment experiences and varied employment areas was recruited. A qualitative approach, using in-depth interviews with 13 graduates, was undertaken. Graduates were asked to reflect upon their competency-based assessment experiences as a student. Data were thematically analysed by multiple authors. Results Four themes emerged from the data analysis: (i) transparency and consistency are critical elements of work-based competency assessment; (ii) students are willing to take greater responsibility in the assessment process; (iii) work-based competency assessment prepares students for employment; and (iv) the relationship between students and their assessors impacts student experience and assessment performance. Conclusions Understanding this unique perspective of students can improve evaluation of future health professionals and assist in validating competency-based assessment approaches. [ABSTRACT FROM AUTHOR]

Aim To assess consensus among public health nutrition ( PHN) workforce development stakeholders on the competencies required for effective PHN practice in the Australian workforce context. Methods A modified Delphi study involving two iterative survey rounds among an expert panel of 33 Australian PHN workforce development stakeholders. Surveys tested panellist ratings (essential, useful, irrelevant) of a listing of 143 competency elements derived from the literature and existing competency standards, across two survey rounds, with feedback between rounds. An arbitrary consensus cut-off of 67% was applied with <10% change between rounds or 100% agreement interpreted as agreement stability. Results A total of 109 competency elements from the total list of 143 were rated as essential above the consensus cut-off, representing 76% of the original list. Thirty-three (33) elements were rated as essential by 100% of panellists. Approximately 90% or more of the competency elements tested were retained using the 67% cut-off across nutrition science, nutrition communication, professional communication, capacity building and intervention management competency units. Competency elements rated as essential beyond the consensus cut-off concentrated in the practice competency units of nutrition assessment, monitoring and surveillance, capacity building, and intervention management. Conclusions The results provide an empirical basis for future nutrition curriculum renewal and workforce development innovations and challenge the assumption that existing dietetic workforce preparation based on meeting entry-level competencies is adequate for community and PHN practice. [ABSTRACT FROM AUTHOR]

Background Competency standards for entry-level to the profession of optometry in Australia were first developed in 1993, revised in 1997 and 2000, and again in 2008, when therapeutic competency standards were introduced but differentiated from the entry-level competencies. Therapeutic competencies were an additional requirement for the purpose of endorsing optometric registration to allow prescription of medicines for conditions of the eye. Recent changes to educational and registration requirements mean that therapeutic competencies are now required at entry-level. To address this and to ensure the standards reflect current best practice, a full revision of the standards was undertaken. Methods A steering committee oversaw the review of the standards, which involved a literature review, workshops with optometrists and broad consultation with stakeholders, including the Optometry Board of Australia, individual optometrists and employers of optometrists, to identify changes needed. Representatives of the profession from Australia and New Zealand and from academia in Australia were involved. A modified document based on the feedback received was circulated to the State Divisions and the National Board of the then Optometrists Association Australia. Results The updated standards reflect the state of entry to the optometric profession in 2014; competencies for prescribing of scheduled medicines are included, new material has been added, other areas have been modified. The updated entry-level competency standards were adopted on behalf of the profession by the National Board of the then Optometrists Association Australia in March 2014. Discussion Competency standards have been updated so that they continue to be current and useful for the profession, individual optometrists and Australian and New Zealand registration authorities for the purposes of accreditation of optometric programs and assessment of overseas-trained optometrists. This paper details the revision process and presents the 2014 version of competency standards for entry-level to the profession of optometry in Australia. [ABSTRACT FROM AUTHOR]