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Competency Standards (competency + standards)
Selected AbstractsInformation literacy and its relationship to cognitive development and reflective judgmentNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 114 2008Rebecca JacksonArticle first published online: 11 JUN 200 This chapter maps the Association of College and Research Libraries' Information Competency Standards for Higher Education to the cognitive development levels developed by William G. Perry and Patricia King and Karen Kitchener to suggest which competencies are appropriate for which level of cognitive development. [source] A comparison of international occupational therapy competencies: Implications for Australian standards in the new millenniumAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 6 2009Sylvia Rodger Background/aim:, A timely evaluation of the Australian Competency Standards for Entry-Level Occupational Therapists© (1994) was conducted. This thorough investigation comprised a literature review exploring the concept of competence and the applications of competency standards; systematic benchmarking of the Australian Occupational Therapy Competency Standards (OT AUSTRALIA, 1994) against other national and international competency standards and other affiliated documents, from occupational therapy and other cognate disciplines; and extensive nationwide consultation with the professional community. This paper explores and examines the similarities and disparities between occupational therapy competency standards documents available in English from Australia and other countries. Methods:, An online search for national occupational therapy competency standards located 10 documents, including the Australian competencies. Results:, Four ,frameworks' were created to categorise the documents according to their conceptual underpinnings: Technical-Prescriptive, Enabling, Educational and Meta-Cognitive. Other characteristics that appeared to impact the design, content and implementation of competency standards, including definitions of key concepts, authorship, national and cultural priorities, scope of services, intended use and review mechanisms, were revealed. Conclusion:, The proposed ,frameworks' and identification of influential characteristics provided a ,lens' through which to understand and evaluate competency standards. While consistent application of and attention to some of these characteristics appear to consolidate and affirm the authority of competency standards, it is suggested that the national context should be a critical determinant of the design and content of the final document. The Australian Occupational Therapy Competency Standards (OT AUSTRALIA, 1994) are critiqued accordingly, and preliminary recommendations for revision are proposed. [source] Evaluative mediation: In search of practice competenciesCONFLICT RESOLUTION QUARTERLY, Issue 2 2009Dorothy J. Della Noce Although there is no shortage of literature on why mediators should be allowed to give evaluations and why parties in dispute allegedly want and need evaluations, there is a relative lack of empirical literature on the subject of what exactly qualifies as competent evaluative mediation practice. The author reviews existing literature to formulate a description of the behaviors that would be considered competent in evaluative mediation practice, and to open a discussion of the implications of these findings for such contemporary fieldwide conversations as defining quality mediation, establishing performance-based competency standards, distinguishing among approaches to practice, and exploring the relationship between underlying values and practice approaches. [source] From competence to capability: a study of nurse practitioners in clinical practiceJOURNAL OF CLINICAL NURSING, Issue 2 2008Anne Gardner BA, MRCNA Aims and objectives., This research aimed to understand the level and scope of practice of the nurse practitioner in Australia and New Zealand further using a capability framework. Background., The original study, from which the present paper was developed, sought to identify competency standards for the extended role of the nurse practitioner in Australia and New Zealand. In doing so the researchers became aware that while competencies described many of the characteristics of the nurse practitioner they did not manage to tell the whole story. In a search of the literature, the concept of capability appeared to provide a potentially useful construct to describe the attributes of the nurse practitioner that went beyond competence. Design., A secondary analysis of data obtained from interviews with nurse practitioners working in Australia and New Zealand was undertaken. These data had previously been obtained in a study to identify nurse practitioner competencies. The analysis described in this paper investigated whether or not the components of capability would adequately explain the characteristics of the nurse practitioner. Methods., Fifteen nurse practitioners were interviewed from Australia and New Zealand. A secondary (deductive) analysis of interview data using capability as a theoretical framework was conducted. Results., The analysis showed that capability and its dimensions is a useful model for describing the advanced level attributes of nurse practitioners. Thus, nurse practitioners described elements of their practice that involved: using their competences in novel and complex situations as well as the familiar; being creative and innovative; knowing how to learn; having a high level of self-efficacy; and working well in teams. Conclusions., This study suggests that both competence and capability need to be considered in understanding the complex role of the nurse practitioner. Relevance to clinical practice., The dimensions of capability need to be considered in the education and evaluation of nurse practitioners. [source] A comparison of international occupational therapy competencies: Implications for Australian standards in the new millenniumAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 6 2009Sylvia Rodger Background/aim:, A timely evaluation of the Australian Competency Standards for Entry-Level Occupational Therapists© (1994) was conducted. This thorough investigation comprised a literature review exploring the concept of competence and the applications of competency standards; systematic benchmarking of the Australian Occupational Therapy Competency Standards (OT AUSTRALIA, 1994) against other national and international competency standards and other affiliated documents, from occupational therapy and other cognate disciplines; and extensive nationwide consultation with the professional community. This paper explores and examines the similarities and disparities between occupational therapy competency standards documents available in English from Australia and other countries. Methods:, An online search for national occupational therapy competency standards located 10 documents, including the Australian competencies. Results:, Four ,frameworks' were created to categorise the documents according to their conceptual underpinnings: Technical-Prescriptive, Enabling, Educational and Meta-Cognitive. Other characteristics that appeared to impact the design, content and implementation of competency standards, including definitions of key concepts, authorship, national and cultural priorities, scope of services, intended use and review mechanisms, were revealed. Conclusion:, The proposed ,frameworks' and identification of influential characteristics provided a ,lens' through which to understand and evaluate competency standards. While consistent application of and attention to some of these characteristics appear to consolidate and affirm the authority of competency standards, it is suggested that the national context should be a critical determinant of the design and content of the final document. The Australian Occupational Therapy Competency Standards (OT AUSTRALIA, 1994) are critiqued accordingly, and preliminary recommendations for revision are proposed. [source] The Deakin experience: Using national competency standards to drive undergraduate educationAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 4 2005Michelle Courtney No abstract is available for this article. [source] | ||||||||||