Competency‐based training and assessment in Australian postgraduate clinical psychology education

Stevens, Bruce A.; Hyde, Judy; Knight, Roslyn; Shires, Alice; Alexander, Rebecca

doi:10.1111/cp.12061

Cited by 26 publications

(15 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Further, Stevens et al writes competence as the wise and ordinary use of knowledge, technical skills, clinical and emotional justifications, values, and reflection in daily tasks for personal and social benefits of service delivery (29).…”

Section: Discussionmentioning

confidence: 99%

Professional Competence in Nursing: A Hybrid Concept Analysis

et al. 2019

View full text Add to dashboard Cite

Objectives: Nurses, as the largest group providing health care services, play a critical role in the continuity of care and respond to services commensurate with their competence. Professional competence in nursing is a complex and ambiguous concept and needs the redefinition of competence and development of its definition and concept. In this study, we aimed to conceptually analyze professional competence in nursing. Methods: In this study, a hybrid concept analysis was used. In the literature review phase, the concept of 'competence' was investigated through valid databases limited to 2000-2018 and the participants' experiences also appeared in the fieldwork phase. In the fieldwork phase, the participants revealed some aspects of professional competence in nursing, which were not well-addressed in the literature. Finally, the comprehensive definition of professional competence in nursing was presented after integrating the findings obtained in these two phases. Results: According to the findings, professional competence in nursing is a combined, complex, multidimensional, and contextdependent concept, and consists of different domains. Based on the analysis results of the fieldwork phase, this concept was classified into 16 domains and the participants largely contributed to the provision of a comprehensive definition based on the definitions of professional competence presented in the literature. Conclusions: Based on the domains of professional competence in nursing obtained from this study, an appropriate instrument can be developed to assess professional competence in nursing for students and nurses.

show abstract

Section: Discussionmentioning

confidence: 99%

Professional Competence in Nursing: A Hybrid Concept Analysis

et al. 2019

View full text Add to dashboard Cite

show abstract

“…The CΨPRS is an established competence instrument frequently favoured by clinical psychology training institutions (Stevens, Hyde, Knight, Shires, & Alexander, ). The creation of CΨPRS items were guided by Hatcher and Lassiter's () list of practicum competencies, as well as early versions of widely used competency‐rating scales (Gonsalvez et al, ).…”

Section: Methodsmentioning

confidence: 99%

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

View full text Add to dashboard Cite

Background Although accurate self‐assessment is essential for professional development, little is known about psychology trainees' abilities to self‐assess. The present study enhances our understanding of the influence of clinical psychology training on self‐assessment and competence development, by systematically examining self‐assessment capacity among postgraduate trainees vis‐a‐vis supervisors' assessments of trainee competence across multiple domains of competency. Methods Self‐ and supervisor‐assessment ratings were measured by the Clinical Psychology Practicum Competencies Rating Scale, which assessed trainees across global and specific psychology practitioner competencies. Assessments were in relation to trainees' end‐of‐placement evaluation, and included 35 trainee‐supervisor dyads. Results Results indicated that trainees are reasonably accurate in their self‐evaluations, although they tended to underrate their performance. Assessments by both trainees and supervisors suggest that functional competencies develop more slowly than foundational competencies. Clinical experience and reflective practice were unrelated to self‐assessment accuracy, although the use of observational techniques in supervision increased trainee and supervisor agreement concerning assessments. Conclusions Results support the developmental model of competence attainment, offer preliminary support for the reliability of trainee self‐assessments, and demonstrate the importance of observation‐based supervision for fostering accurate self‐assessment.

show abstract

“…Clinicians are expected to translate empirical evidence directly into therapeutic practice, based on established treatments (Shapiro, ). In Australia cognitive behaviour therapy is the primary therapeutic modality taught in University settings (Kazantzis & Munro, ), with an assumption that competency‐based training is the primary means by which clinicians should be prepared for practice (Stevens, Hyde, Knight, Shires, & Alexander, ). This privileging of evidence‐based practice, cognitive behaviour therapy, and competency‐based learning, however, risks the marginalisation of the person of the therapist.…”

mentioning

confidence: 99%

On Becoming a Therapist: A Narrative Inquiry of Personal–Professional Development and the Training of Clinical Psychologists

Salter

Rhodes

2018

Australian Psychologist

View full text Add to dashboard Cite

Objective: Contemporary-training of clinical-psychologists in Australia is competency-based, aiming to develop highly-skilled scientist-practitioners. Little is known, however, about their experiences of personal-professional development over time, as they are faced with the challenges of a life as therapists. This study aims to explore personal-professional development and the role played by clinical training programs. Method: The present study employed a narrative inquiry research design to investigate the personal-professional development and identitytransformation experiences of 11-clinical psychologists from four Australian Universities, who had graduated between 3 and 10 years prior to interview. Results: The majority of participants developed skills-based professional identities as trainees, adhering to the structure of the cognitivebehavioural-model. Some struggled, however, to manage the emotional-impact of therapeutic-work, given training programs focussed little on personal development or reflective practice. Over time three main processes occurred in terms of the interplay between the personal and professional. Clinicians learned to use models of practice that were congruent with their personal values, they developed a quality of genuineness in the therapy room, and they learned to listen to their own internal experiences during therapy. Clinicians were dissatisfied with the limited role of training programs in terms of personal development. Conclusion: Further research is required on the personal-professional development of clinical psychologists, including the exploration of pedagogical reform related to personal development.

show abstract

Competency‐based training and assessment in Australian postgraduate clinical psychology education

Cited by 26 publications

References 56 publications

Professional Competence in Nursing: A Hybrid Concept Analysis

Professional Competence in Nursing: A Hybrid Concept Analysis

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

On Becoming a Therapist: A Narrative Inquiry of Personal–Professional Development and the Training of Clinical Psychologists

Contact Info

Product

Resources

About