Navigating the wilderness of becoming professional

Johnsson, Mary C.; Hager, Paul

doi:10.1108/13665620810900346

Cited by 57 publications

(24 citation statements)

References 31 publications

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“…Evidence suggests that supervising clinicians have difficulty interpreting and applying the entry-level competency standards when assessing student performance (Lennie & Juwah, 2010), with a rich understanding of competence supporting quality judgement (McAllister et al, 2010). Johnsson and Hager (2008) found that competency development is dependent on the practice setting, its culture and learning experiences, and this needs to be considered in assessment practices. In addition, global assessments are more reliable (Govaerts, van der Vleuten, & Schuwirth, 2002), consider intangible competencies (Cox, 2000) and take into account the student's capacity to integrate the units of competency (McAllister et al, 2010) and to transfer competence from one setting to another (Ash & Phillips, 2000).…”

Section: Introductionmentioning

confidence: 99%

Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study

Bacon

Williams

Grealish

et al. 2015

FoHPE

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Background: During clinical placements, supervisors repeatedly assess health and medical students for competence. Quality assessment is dependent upon the supervisors having a rich understanding of entry-level standards and an assessment approach that is sufficiently dynamic to accommodate the changing healthcare system. This study aimed to assess whether consensus could be gained by supervisors when assessing the performance of student dietitians during clinical placements and to establish a shared interpretation of entry-level clinical competence. Methods:A modified 3-round Delphi study with a focus group discussion was conducted with eight supervisors. Participants were required to assess the performance of student dietitians from audiovisual recordings of authentic student-client consultations in aged-care and outpatient settings. Results:Consensus was achieved for 2/11 assessments after one Delphi round, 6/11 assessments after two rounds and 10/11 assessments after the third and final round. During the focus group discussion, the expert panel expressed a shared understanding of entry-level performance, however this was not transferred into a shared assessment of entry-level performance in the Delphi task. Conclusions:Dialogue amongst supervisors leads to a more reliable interpretation of the competency standards. A shared responsibility for assessment, with continuous and open negotiation of meaning, is required to ensure quality assessments of entrylevel practice.

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Section: Introductionmentioning

confidence: 99%

Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study

Bacon

Williams

Grealish

et al. 2015

FoHPE

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“…In the Australian context, is a novice one entering practice placement prior to graduation or a new graduate beginning the provisional APD process? Competence is described as the point where a learner has acquired enough understanding, skill and appropriate values to practice independently and continue professional development at the end of supervised practice, 35 and entry‐level competency requires identity and contextualisation which can only occur in the workforce 13,36 . Australian occupational therapists argue that competencies should describe what is required for registration on graduation 33 .…”

Section: Discussionmentioning

confidence: 99%

“…While CS provide a useful framework, there is, however, a tension between constantly evolving professions and the minimum standard required for exit from an academic program. The CS literature indicates that competency is not static but evolves and develops and is highly dependent on workplace experience and culture 13 . Those allied health professions, which now are licensed to undertake non‐medical prescribing, such as optometrists and podiatrists, have needed to revisit their entry‐level CS to investigate their applicability for treatment, which at the moment requires post‐entry additional training.…”

Section: Introductionmentioning

confidence: 99%

Mixed methods research approach to the development and review of competency standards for dietitians

Ash

Dowding

Phillips

2011

Nutrition & Dietetics

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Aim: Competency standards support a range of professional activities, including the accreditation of university courses educating health professionals. Reviewing these standards is essential to ensure universities continue to produce well-equipped graduates, who are able to meet the challenge of changing workforce requirements. This paper has two aims: (a) to provide an overview of the methodological approaches used for compilation and review of the Competency Standards for Dietitians and (b) to evaluate the Dietitians Association of Australia's Competency Standards and capture emerging and contemporary dietetic practice. Methods: A literature review of the methods used to develop competency standards for dietitians in Australia, including entry-level, Advanced level and Dieticians Association of Australia Fellow competencies and other specific areas of competency, such as public health nutrition and nutrition education, is outlined and compared with other allied health professions. The mixed methods methodology used in the most recent review is described in more detail. Results: The history of Dietetic Competency Standards development and review in Australia is compared with Dietetic Competency Standards internationally and within other health professions in Australia. The political context in which these standards have been developed in Australia and which has determined their format is also discussed. The results of the most recent competency standards review are reported to highlight emerging practice in Australia. Conclusion: The mixed methods approach used in this review provides rich data about contemporary dietetic practice. Our view supports a planned review of all competency standards to ensure practice informs education and credentialing, and we recommend the Dietitians Association of Australia consider this in the future.

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“…Dahlgren, Handal, Szkudlarek and Bayer (2007) found that students developed discipline-based identities. Johnsson and Hager (2008) suggest that learning for professional practice is also about seeking and identifying connections to forms of identity (Billett and Somerville, 2004). They suggest that graduates are at a stage of life where they are in search of occupational identities (Kram, 1988) or of broader social identity (Delanty, 2003).…”

Section: Identitymentioning

confidence: 99%

Becoming a professional

Reddy

Shaw

2019

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PurposeResearch into the experience of BSc Psychology students and graduates in the graduate transition was carried out to enquire if ontology is central to educational transformation; if professional work experience is important in the process of becoming; and how graduates experience the transition from student to professional. Design / methodologyIn this qualitative longitudinal in-depth interview investigation four one-year work placement students were interviewed twice and five graduates were interviewed at graduation and again two years later. Student transcriptions were analysed thematically and graduate transcriptions received Interpretative Phenomenological Analysis (IPA). FindingsPlacement students became legitimate participants in professional life. Graduates thought that BSc Psychology should enable a career and were dissatisfied when it did not. Professional psychology dominated career aspiration. Relationships and participation in work communities of practice were highly significant for learning, personal and professional identity and growth. Practical implicationsOntology may be central to educational transformation in BSc Psychology and is facilitated by integrated work experience. A more vocational focus is also advocated.The UK Bachelors degree in psychology is increasingly concerned with employability however becoming a professional requires acting and being as well as knowledge and skills and Barnett and others have called for Higher Education to embrace an ontological turn. This is explored in the context of BSc Psychology student experience and reflection on work placements, graduation and early career development. ) points out, Higher Education (HE) systems have in common that individuals enter, progress as students, leave as graduates and go on to lives with social, economic and political dimensions. The way that individuals are prepared by HE for their post graduation lives, as well as individual experience of the graduate transition, is therefore of interest to a range of stakeholders. Much of this interest has centered on employability.

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Navigating the wilderness of becoming professional

Cited by 57 publications

References 31 publications

Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study

Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study

Mixed methods research approach to the development and review of competency standards for dietitians

Becoming a professional

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