Identifying Unique Integrated Care Competencies to Inform Health Profession Curriculum Development

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL

Clinical Teacher Pub Date : 2025-01-05 DOI:10.1111/tct.70027

Monica Moran, Priya Martin, Maree O'Keefe, Carole Steketee

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引用次数: 0

Abstract

Background

Integrated care can enhance health outcomes for patients, as well as improve healthcare efficiency for organisations. However, it is unclear what values and competencies health professionals need to develop at the pre-qualification stage to engage in integrated care practice upon graduation. Therefore, this review aimed to identify published integrated care competencies for professional entry health professional education programmes.

Methods

Guided by the systematic search methods of the Preferred Reporting Items for Systematic Review and Meta-Analyses, PubMed and CINAHL were searched for publications between January 2013 and December 2022. A two-stage screening process was used to determine eligibility of papers against the set inclusion criteria.

Findings

The initial search yielded 493 articles, with 35 articles eligible for full text screening. Of these, five articles addressed integrated care curriculum in a general sense and were included in the review. The focus of these articles was mainly educational activities and professional attributes deemed important for students to experience and develop if they are to work across sectors and systems. However, no studies described a specific set of integrated care competencies for students enrolled in any health discipline at professional entry level.

Discussion

Since our review, several frameworks covering a broad range of professional competency domains for integrated care have been recently published. A distillation of these frameworks is now needed to identify the unique capabilities required for new health professionals to deliver integrated care.

Conclusion

Educators now need specific integrated care competencies so they can create appropriate, learning, teaching and assessment experiences for pre-entry students.

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识别独特的综合护理能力，告知卫生专业课程发展。

背景：综合护理可以提高患者的健康结果，也可以提高组织的医疗效率。然而，目前尚不清楚在资格预审阶段，卫生专业人员需要发展什么样的价值观和能力，才能在毕业后从事综合护理实践。因此，本综述旨在确定已发表的专业入门卫生专业教育计划的综合护理能力。方法：以系统评价和荟萃分析首选报告项目的系统检索方法为指导，检索PubMed和CINAHL 2013年1月至2022年12月的出版物。采用两阶段筛选过程来确定论文是否符合设定的纳入标准。结果：最初的搜索产生了493篇文章，其中35篇文章符合全文筛选的条件。其中，五篇文章在一般意义上讨论了综合护理课程，并纳入了本综述。这些文章的重点主要是教育活动和专业属性，如果他们要跨部门和系统工作，他们认为这对学生的经历和发展很重要。然而，没有研究描述了一套特定的综合护理能力的学生就读于任何卫生学科的专业入门水平。讨论：自我们的综述以来，最近发表了几个框架，涵盖了综合护理的广泛专业能力领域。现在需要对这些框架进行精馏，以确定新的保健专业人员提供综合护理所需的独特能力。结论：教育工作者现在需要特定的综合护理能力，这样他们才能为入学前的学生创造适当的学习、教学和评估经验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-

CiteScore

2.90

自引率

5.60%

发文量

113

期刊介绍： The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.