Competence in professional practice: some issues and concerns

Abstract

As a result of policy initiatives in the mid-1980s, the Department for Education and Employment has been encouraging the development of national occupational standards and National and Scottish Vocational Qualifications (N/SVQs) in all occupational sectors within the UK. For the health and social care sector, these developments give rise to a number of issues and concerns. Using Health Promotion as an example of an area of professional practice within health and social care, this paper explores the relationship between academic assessment and the assessment of National and Scottish Vocational Qualifications; the relationship between the academic and the National and Scottish Vocational Qualification model of credit accumulation and transfer; and the relationship between qualification, licence to practice and competence in practice. Subsequently, it examines the development of the reflective professional practitioner and the relationship between 'competence' and notions of 'excellence' and 'expertise' in professional practice. Finally, it considers the role of knowledge and understanding in professional practice and the role of academic institutions in the development of a professional practitioner.

Improving serious mental illness through interprofessional education

“…Whilst there have been many benefits to both academics and practitioners through the incorporation of professional courses into higher education (Eraut 1994), a challenge for higher education remains. This is centred around the relationship between and value placed on, ‘pure’ and ‘applied’ knowledge within the academy, and the tension which exists between theoretical content within academic vocational courses of study and the vocational needs of practitioners and their ‘demands’ for skills‐based training (Rolls 1997).…”

Organizing and delivering training for acute mental health services: a discussion paper

“…The notion that a large discrepancy can often exist between the theoretical content of most academic courses and the vocational needs of practitioners is not new (Rolls 1997). In one study of the educational needs of post‐registration nurses, Jones & Lowe (2003) discovered that most respondents highlighted a deficiency in the key components of acute nursing care.…”