CONFERD-HP: recommendations for reporting COmpeteNcy FramEwoRk Development in health professions

Batt, Alan M; Tavares, Walter; Horsley, Tanya; Rich, Jessica; Williams, Brett; Beck, Eleanor; Czabanowska, Katarzyna; FitzGerald, Gerard; Halcomb, Elizabeth; Hauer, Karen E.; Hsu, Deborah; Köhler, Tamara; Landzaat, Lindy H; Morrison, Laura J; Palermo, Claire; Pessoa, Eneline A H; Sullivan, Gail M.; Tackett, Sean; Tonkin, Emma L.; Touger‐Decker, Riva; Wilkinson, Tim

doi:10.1093/bjs/znac394

Cited by 12 publications

(11 citation statements)

References 23 publications

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“…Very few evaluations of public health competency frameworks exist, but those that do provide an important contribution to related literature and workforce development ( 42 ). Evaluation and implementation are also areas of focus within the CONFRED-HP checklist to support this key recommendation ( 41 ).…”

Section: Discussionmentioning

confidence: 99%

Developing competencies in public health: a scoping review of the literature on developing competency frameworks and student and workforce development

MacKay,

Ford,

Grant

et al. 2024

Front. Public Health

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Effective and precise public health practice relies on a skilled and interdisciplinary workforce equipped with integrated knowledge, values, skills, and behaviors as defined by competency frameworks. Competency frameworks inform academic and professional development training, support performance evaluation, and identify professional development needs. The aim of this research was to systematically identify and examine trends in the extent, nature, and range of the literature related to developing competencies in public health. This includes developing public health competency frameworks, and how competencies are developed and maintained in students and practitioners. We used a scoping review methodology to systematically identify and report on trends in the literature. Two independent reviewers conducted title and abstract and full-text screening to assess the literature for relevance. Articles were included if they were original primary research or gray literature and published in English. No date or geographic restrictions were applied. Articles were included if they focused on developing competency statements or frameworks for public health and/or training public health students or practitioners to develop competencies. The review encompassed a range of methods and target populations, with an emphasis on building competencies through student and professional development. Foundational competency development was a primary focus, and we found a gap in discipline-specific competency research, especially within developing discipline-specific competency statements and frameworks. Several evidence-based practices for competency development were highlighted, including the importance of governance and resources to oversee competency framework development and implementation, and workforce planning. Experiential learning and competency-based training were commonly identified as best practices for building competencies. A comprehensive understanding of public health competency development—through developing and incorporating foundational and discipline-specific competencies, mapping student and practitioner training to competency frameworks, and incorporating best practices—will enable public health to create skills and an adaptable workforce capable of addressing complex public health issues.

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Section: Discussionmentioning

confidence: 99%

Developing competencies in public health: a scoping review of the literature on developing competency frameworks and student and workforce development

MacKay,

Ford,

Grant

et al. 2024

Front. Public Health

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“…A n overview of our methods is displayed in table 1. Details about each of the six steps for competency‐framework development are described in turn, paying particular attention to the Competency Framework Development in Health Professions (CONFERD‐HP) reporting guideline, which includes requirements for describing the roles for all those involved in framework development and their potential conflicts of interest 10 …”

Section: Project Methodsmentioning

confidence: 99%

“…8 We have previously described how this process could be applied specifically to developing HRE competency frameworks. 9 Our goal in this project was to apply this six-step methodology to systematically develop a competency framework that could guide design, implementation, assessment, and evaluation for HRE educational programs. Competencies depend on context.…”

Section: E R H E R Hmentioning

confidence: 99%

A Competency Framework for Health Research Ethics Educational Programs: Results from a Stakeholder‐Driven Mixed‐Method Process

Tackett

Sugarman

et al. 2023

Ethics & Human Research

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Educational programs are integral to building health research ethics (HRE) capacity, but no outcomes framework exists to guide them. We empirically developed a competency framework for health research ethics education—the Framework for Research Ethics Studies Competencies and Outcomes (FRESCO)—using mixed methods, including group concept mapping and a survey of international experts. FRESCO includes seven competency domains: (1) Foundational Knowledge; (2) Laws, Regulations, Guidelines, and Policies for Research Oversight; (3) Ethical‐Issue Identification, Analysis, and Resolution; (4) Engagement, Communication, and Advocacy; (5) Lifelong Learning, Education, Research, and Scholarship; (6) Coordination, Stewardship, and Responsiveness in HRE Systems; and (7) Impartiality, Honesty, and Responsibility. These domains are detailed in 27 subdomains. Survey respondents rated FRESCO's relevance to HRE highly. FRESCO can be adapted and implemented in educational programs to refine recruitment and selection processes, educational and assessment methods, and performance measures to ensure that HRE educational programs have their intended effects.

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“…The model highlights the need for a theoretically informed approach to describing and exploring practice that is appropriate [20] and offers guidance for developers on reporting the development process and outputs. [25] Multiple professions have used this model to guide the development of competency frameworks, including occupational health, health research ethics, dietetics, intimate partner violence specialists, and mental health nursing. [26][27][28][29][30] The steps include [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, "real-world" professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs.…”

Section: Six-step Development Modelmentioning

confidence: 99%

“…Finally, we report the development process in accordance with the CONFERD-HP reporting guideline for the development of competency frameworks in health professions. [25]…”

Section: Trustworthiness and Rigourmentioning

confidence: 99%

Representing Contemporary Paramedic Practice in Canada: Development of the National Competency Framework for Paramedics

Batt,

Bolster,

Lysko

et al. 2024

Preprint

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IntroductionParamedicine is a domain of practice and health profession that specialises in the provision of health and social care across a range of settings including, but not limited to, emergency and primary care. Paramedics work in a variety of clinical settings such as paramedics services, hospitals, and clinics, in the community as well as non-clinical roles, such as education, leadership, policy work, public health and research. A previous competency framework for paramedics in Canada had become increasingly poorly aligned with contemporary practice. We sought to develop a competency framework that represents contemporary paramedic practice in Canada. MethodsThis project was guided by a conceptual framework informed by systems thinking and used a six-step model for developing competency frameworks. We engaged paramedics from across Canada in working groups to explore various contexts of paramedic practice. We gathered data using multiple methods and coded this data into activity statements. We grouped these statements and developed or expanded corresponding professional activities through five drafts of the framework from 2022 to 2024. A technical committee reviewed and edited the draft framework throughout the process, culminating in a public review period from January to March 2024, and a subsequent final version of the National Competency Framework for Paramedics (NCFP). ResultsThe National Competency Framework for Paramedics reflects contemporary paramedic practice in Canada. It describes the professional activities of paramedics organised under five domains - Person-Centred Care; Collaborative Care; Safe Care; Self-Care; and Professional Care. Paramedics perform these activities across multiple contexts of practice by enacting a variety of roles depending on the event. Discussion and conclusion By exploring the variety of practice contexts and the expectations of paramedics across Canada, the NCFP provides a holistic, contemporary description of paramedic practice in Canada, providing a foundation for professional practice in a variety of settings. The five domains provide a comprehensive representation of paramedic practice helping to ensure care is ultimately and sufficiently aligned with the needs of the community and settings in which paramedics can practice. The NCFP can be used to inform education programs to better prepare paramedics for complex, interprofessional health and social care practice now and as practice continues to evolve.

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CONFERD-HP: recommendations for reporting COmpeteNcy FramEwoRk Development in health professions

Cited by 12 publications

References 23 publications

Developing competencies in public health: a scoping review of the literature on developing competency frameworks and student and workforce development

Developing competencies in public health: a scoping review of the literature on developing competency frameworks and student and workforce development

A Competency Framework for Health Research Ethics Educational Programs: Results from a Stakeholder‐Driven Mixed‐Method Process

Representing Contemporary Paramedic Practice in Canada: Development of the National Competency Framework for Paramedics

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