作業(yè)治療師資質(zhì)介紹2版

DevelopingcompetenciesforoccupationaltherapyeducationandpracticeNilsErikNessProgrammeCoordinatorStandardsandQuality WorldFederationofOccupationalTherapists(WFOT)

AssociateProfessor,HiST,Norway

發(fā)展作業(yè)治療的職業(yè)教育和實(shí)踐資質(zhì)

DevelopingcompetenciesforoccupationaltherapyeducationandpracticeCompetencies資質(zhì)Whatarecompetencies?什么是資質(zhì)?Whyarecompetenciesimportant?資質(zhì)為什么重要?Howtodevelopcompetencies?如何提高資質(zhì)?OTcompetenciesOT資質(zhì)Resources資源

發(fā)展作業(yè)治療的職業(yè)教育和實(shí)踐資質(zhì)GreetingsfromtheWorldFederationofOccupationalTherapists

-thekeyinternationalrepresentativeforoccupationaltherapyandoccupationaltherapists來自世界作業(yè)治療師聯(lián)合會(huì)的問候-作業(yè)治療和作業(yè)治療師的國際重要代表

represents69memberorganisationsworldwideandover350,000occupationaltherapists

代表全球69個(gè)成員組織和35萬以上的職業(yè)治療師ArgentinaAustraliaAustriaBangladeshBelgiumBrazilCanadaChileColumbiaCzechRepublicDenmarkEstoniaFinlandFranceGermanyGreeceHongKongIcelandIndiaIndonesiaIranIrelandIsraelItalyJapanJordanKenyaRepublicofKoreaLatviaMalaysiaMaltaMauritiusMexicoNetherlandsNewZealandNorwayPakistanPalestinePhilippinesPortugalRussiaSingaporeSloveniaSouthAfricaSpainSriLankaSwedenSwitzerlandTaiwanTanzaniaThailandUgandaUnitedKingdomUnitedStatesofAmericaVenezuelaZimbabweBermudaBulgariaCroatiaCyprusGeorgiaLuxembourgMacauNamibiaNigeriaRepublicdePanamaPeruSeychellesTurkeyOccupationaltherapyistheonlyhealthprofessionthathasinternationalqualityassuranceprocessforentryleveleducationofitspractitioners;WFOTMinimumStandardsoftheEducationofOccupationalTherapist&ProgramReviewProcess作業(yè)治療是唯一的對(duì)參與者文化程度具有國際質(zhì)量準(zhǔn)入資質(zhì)的衛(wèi)生專業(yè);作業(yè)治療師進(jìn)入WFOT的最低教育標(biāo)準(zhǔn)&方案審查程序 AsWFOTseethecurrentprogressinalliedhealtheducationinChinawecancongratulateonthesuccesstodate AtthesametimelooktothefuturewithexcitementandtomoveforwardwithconfidenceWFOT對(duì)中國已經(jīng)取得的成就表示祝賀 并且期待著美好的未來TheCouncilofWFOTand

WFOT理事會(huì)TheExecutiveManagementTeam

執(zhí)行管理團(tuán)隊(duì)

Wishesyouasuccessful

conferenceinNanjing

祝您在南京的會(huì)議一切順利OT治療師的數(shù)量每10000人口中OT治療師的數(shù)量ProfessionalCompetencies

專業(yè)資質(zhì)arenowintheprocessofbeingdevelopedformostprofessionsanddisciplinesallovertheworldAsearchonthewebwillgivemanyhitsalsorelatedtohealthprofessions將在世界上最具專業(yè)資質(zhì)一項(xiàng)網(wǎng)絡(luò)研究將提供更多的有關(guān)健康專業(yè)的點(diǎn)擊Thispresentationisrelevantforallhealthprofessionalsbuttheexamplesarerelatedtooccupationaltherapy這個(gè)介紹與所有健康專業(yè)有關(guān)，但例子與OT有關(guān)。WFOTviewoncompetencies

WFOT資質(zhì)isincludedinthefollowingdocumentsavailablefrom:WFOTMinimumStandardsfortheEducationofOccupationalTherapists(2002)WFOTEntry-levelcompetenciesforoccupationaltherapists(2008)可以的文件中獲得:作業(yè)治療師進(jìn)入WFOT的最低教育標(biāo)準(zhǔn)。(2002)作業(yè)治療師進(jìn)入WFOT的入門資質(zhì)(2008)WFOTrecommendsthatlocal/nationalcontextshouldinfluencetheeducationalprogrammesCompetenciesshouldbeadaptedtoeachlocal/nationalcontextWFOT建議在地區(qū)/國家范圍內(nèi)進(jìn)行教育培訓(xùn)資質(zhì)應(yīng)當(dāng)與地區(qū)/國家相適應(yīng)Howevercompetenciesshouldincludethefollowingareas:Theperson-occupation-environmentrelationshipanditsrelationshiptohealthTherapeuticandprofessionalrelationshipOccupationaltherapyprocessProfessionalreasoningandbehaviourThecontextofprofessionalpractice這些資質(zhì)應(yīng)當(dāng)包括:人－活動(dòng)－環(huán)境的關(guān)系以及與健康的關(guān)系治療和專業(yè)的關(guān)系作業(yè)治療過程專業(yè)論證與行為專業(yè)實(shí)踐方面Identifyingbaseline確定基線2.DefiningOTandPTcompetencies確定OT和PT資質(zhì)3.DevelopingOTandPTEducation

(Guidelines,curriculum)

發(fā)展OT和PT教育

(Guidelines,curriculum)Local/Nationalcontextandneeds地區(qū)/國家情況和需求Internationalstandards(WFOT,WCPT)andNationalStandards國際標(biāo)準(zhǔn)(WFOT,WCPT)和國家標(biāo)準(zhǔn)Internationalstandards(WFOT,WCPT)andLocal/Nationalcontextandneeds國際標(biāo)準(zhǔn)(WFOT,WCPT)和國內(nèi)情況和需求Whatarecompetencies?Whyaretheyimportant?Howdoyoudevelopcompetencies?Wereisknowledgeondevelopingcompetencies?什么是資質(zhì)?資質(zhì)為什么重要?如何提高資質(zhì)?哪里有提高資質(zhì)的知識(shí)?Competenciesare

資質(zhì)就是abilitiestosuccessfullycarryoutskillsandperformprofession-specifictasksanddutiesabilitiestoperformworktoasetstandardinemployment

theendproductofaneducationalprogramme,orhowlearnersareabletoperformattheendofaneducationalprocess能夠熟練執(zhí)行和成功完成專業(yè)任務(wù)的資質(zhì)專業(yè)標(biāo)準(zhǔn)上的執(zhí)行資質(zhì)教育的終產(chǎn)物,或?qū)W習(xí)者如何在學(xué)習(xí)結(jié)束后能夠執(zhí)行Competencies

資質(zhì)Representadynamiccombinationofknowledgeandunderstanding,interpersonalandpracticalskills,ethicalvaluesandresponsibilitiesandabilitiesAreactionsthatneedintegrationofknowledge,skillsandattitudes是知識(shí)和理解，人際關(guān)系和實(shí)際技能，職業(yè)道德和責(zé)任，以及資質(zhì)的動(dòng)態(tài)組合是知識(shí)、技術(shù)、態(tài)度整合的行動(dòng)WhyFocusonCompetencies?為什么要針對(duì)性提出資質(zhì)?Commondescriptionforthepractitionersandtheeducationalprograms對(duì)學(xué)習(xí)和教育程序有一個(gè)統(tǒng)一的規(guī)定

Education Competencies

PracticeSetlearningobjective

and standardsforpractice教育

資質(zhì)

學(xué)習(xí)制定學(xué)習(xí)目標(biāo)

和

學(xué)習(xí)標(biāo)準(zhǔn)WhyFocusonCompetencies?為什么要針對(duì)資質(zhì)?WhyFocusoncompetencies?為什么要針對(duì)資質(zhì)?

MaintainandenhanceprofessionalstandardEasiertounderstandthedifferentrolesandexpertiseofdifferentprofessions(egPT,OT,rehabtherapistandrehabphysician)Supporttransparencyforclients,employersandotherstakeholdersMaybeusedasbaselineforevaluatingindividualcompetenciesandeducationalprograms保持和提高專業(yè)水平更容易理解的不同專業(yè)的不同角色(egPT,OT,rehabtherapistandrehabphysician)使客戶、員工和其他利益相關(guān)者的支持透明有可能作為評(píng)價(jià)個(gè)人資質(zhì)和教育程度的基線WhyFocusoncompetencies?

為什么要針對(duì)資質(zhì)?

Guidedesignofnationalguidelines,curriculumsandeducationalprogrammes(e.g.,Australia,Belgium,Brazil,Canada,Denmark,Finland,Ireland,TheNetherlands,Norway,Portugal,Spain,Sweden,UKandmore)Makeitpossibletohavedifferentcontentorsequenceofsubjects(differentcurriculums,butstillthesamecompetencies)指導(dǎo)制定國家標(biāo)準(zhǔn)、課程和教育計(jì)劃使學(xué)科含有不同內(nèi)容和順序成為可能(課程不同，但資質(zhì)一樣)WhyFocusoncompetencies?

為什么要針對(duì)資質(zhì)?

Supportmovingfromteacher-centeredandsubject-centerededucationtowardslearnerandcompetence-centerededucationPutemphasisonlearningoutcomesSupporttransparencyduringlearning支持從以教師為中心，以學(xué)科為中心向以學(xué)習(xí)者和資質(zhì)為中心的教育運(yùn)動(dòng)把重點(diǎn)放在學(xué)習(xí)成果上支持學(xué)習(xí)過程的透明化Keythemesofcompetenciesforhealthprofessional

衛(wèi)生專業(yè)資質(zhì)的關(guān)鍵

(Rodgeretal2009)

Competenciesaremorethantheexecutionofasetofspecific,technicalskills;Itisalso:judiciousandreasonedapplicationofintellecttomeettheexpectationsoftheclientandworkenvironmentsufficientinsighttoregulateownpracticearelativetermdependentonthecontext資質(zhì)不僅是專業(yè)的執(zhí)行力，專業(yè)技能，它還是:滿足客戶需要和工作環(huán)境的智慧的應(yīng)用規(guī)范自身實(shí)踐的洞察力依賴環(huán)境的相對(duì)時(shí)期DevelopingOTcompetencies

發(fā)展OT資質(zhì)Sincecompetenciesreflectpracticeandaretheoutcomeofeducationalprogrammestheyshouldbedevelopedincooperationwithacademicsandpractitioners由于資質(zhì)反映實(shí)踐，又是教育的結(jié)果，所以從業(yè)者應(yīng)將學(xué)術(shù)科研與實(shí)踐相結(jié)合TheEuropeanTuningProject

歐洲調(diào)整計(jì)劃

hasdevelopedacommonmethodologyforalldisciplines/professions ThismethodologyhasbeenfollowedtodevelopEuropeancompetenciesforOccupationalTherapybyCOTEC(OTpracticians)andENOTHE(OTacademics) TheworkwascoordinatebytheEuropeanOTTuningGroup(representingENOTHEandCOTEC)制定了各學(xué)科/專業(yè)的一個(gè)共同的方法

這種方法一直沿用歐洲作業(yè)治療師發(fā)展資質(zhì)的COTEC

和

ENOTHE方法

這一工作由歐洲OT調(diào)整小組來做。(代表ENOTHEandCOTEC)Basedoncriticalstudyofearlierworkby:基于先前的關(guān)鍵研究:WFOT(Hocking&Ness2002)CollegeofOT’sintheUK(Turner2004)AustralianAssociationofOT’s(Ford&Tonkin1994)CanadianAssociationforOT’s(CAOT1998)EuropeanCurriculumGuidelines(Howard&Lancee2000)StandardsofPractice(COTEC1996)Focusgroups(annualmeetingsofENOTHEandCOTEC)關(guān)鍵團(tuán)隊(duì)(annualmeetingsofENOTHEandCOTEC)TheEuropeanOccupationalTherapyTuningProject歐洲OT調(diào)整計(jì)劃OnlineQuestionnaireforallEuropeanoccupationaltherapypractitioners,academicsandstudents(Tuningmethodology)OpenfeedbackprocessfromCOTECandENOTHE,e-mailandconsultationwithexpertsFeedbackfromemployersandclientgroupsValidationmeetingwithstakeholders(internationalexpertsinhealthandeducation)Parallelmeetingswiththemedical,nursingandphysiotherapyprofessions在線調(diào)查：針對(duì)歐洲OT從業(yè)者，研究者和學(xué)生公開反饋程序：來自COTEC和ENOTHE的專家的e-mail和咨詢反饋：來自員工和顧客論證會(huì)：來自利益相關(guān)者(國際衛(wèi)生與教育專家)醫(yī)療，護(hù)理和物理治療專業(yè)的平行會(huì)議TheEuropeanOccupationalTherapyTuningProject歐洲OT調(diào)整計(jì)劃EuropeanOTcompetenciesaredescribedin6categories:Knowledgeofoccupationaltherapy(5)OTprocessandprofessionalreasoning(9)Professionalrelationshipsandpartnerships(5)Professionalautonomyandaccountability(5)ResearchanddevelopmentinOT/science(6)ManagementandpromotionofOT(5)

歐洲OT資質(zhì)包括6項(xiàng):OT治療知識(shí)(5)OT進(jìn)程和專業(yè)理論(9)職業(yè)關(guān)系和伙伴關(guān)系(5)職業(yè)自主權(quán)和義務(wù)(5)OT科學(xué)的研究與發(fā)展(6)OT的管理和推廣(5)

TheEuropeanOccupationalTherapyTuningProject歐洲OT調(diào)整計(jì)劃CanadianAssociationofOccupationalTherapists

加拿大作業(yè)治療師協(xié)會(huì)ProfileofOTPracticeinCanada(2007)TheconceptusedfordevelopingtheprofileisbasedonthecompetenciesframeworkformedicalspecialistsproducedbytheRoyalCollegeofPhysiciansandSurgeonsofCanada:the“CanMEDSRoles”(Frank,2005).概況(2007)概況基于加拿大皇家醫(yī)學(xué)院“CanMEDSRoles”(Frank,2005).的基本要求CanadianAssociationofOccupationalTherapists

加拿大作業(yè)治療師協(xié)會(huì)Theprofileoutlinesthesevenmain“roles”oftheoccupationaltherapist:1.ExpertinEnablingOccupation2.Communicator3.Collaborator4.PracticeManager5.ChangeAgent6.ScholarlyPractitionerand7.Professional作業(yè)治療師的7個(gè)主要角色:1.擅長作業(yè)的專家2.傳播者3.合作者4.實(shí)踐管理者5.變遷推動(dòng)者6.學(xué)術(shù)實(shí)踐者7.專業(yè)人才Issuesanddilemmastoconsiderwhendevelopingcompetencies

發(fā)展資質(zhì)時(shí)要考慮到的難題

Issuesanddilemmastoconsiderwhendevelopingcompetencies

發(fā)展資質(zhì)時(shí)要考慮到的難題

CompetencesaretheaimsthatareguidingallfiveareasinWFOTMinStandardsPhilosophyandpurposeCurriculumcontentandsequenceEducationalmethodsFieldworkEducationalresourcesEducators資質(zhì)是指導(dǎo)WFOT最低標(biāo)準(zhǔn)五個(gè)方面的目的理念和宗旨課程內(nèi)容及順序教育方法實(shí)習(xí)教育資源教育工作者

Competenciesareoftengroupedunderheadings,buthavecommoncontentindifferentstandards資質(zhì)經(jīng)常被分類，但標(biāo)準(zhǔn)不同，內(nèi)容相同AreasofcompetenciesWFOTminimumstandardsEuropeanCompetenciesCanadianprofileCAOTPerson-environment-occupation-interfaceTheperson-occupation-environmentrelationshipanditsrelationshiptohealthKnowledgeofOccupationalTherapyExpertinEnablingOccupationCollaborationandpartnershipTherapeuticandprofessionalrelationshipProfessionalRelationshipsandPartnershipsCommunicatorandCollaboratorEnablingoccupationandparticipationOccupationaltherapyprocessOccupationalTherapyProcessandProfessionalReasoningManagementandPromotionofOccupationalTherapyChangeAgentandExpertinEnablingOccupationProfessionalreasoningandbehaviour;ethical,practicalandscientificProfessionalreasoningandbehaviourResearchandDevelopmentinOccupationalTherapy/ScienceProfessionalRelationshipsandPartnershipsOccupationalTherapyProcessandProfessionalReasoningProfessionalandScholarlyPractitionerLocalandinternationalorientationThecontextofprofessionalpracticeProfessionalAutonomyandAccountabilityPracticeManagerOTeducationshouldpreparecompetenciesinfollowingarea:

OT教育應(yīng)考慮以下幾方面:Person-environment-occupation-interfaceCollaborationandpartnershipEnablingoccupationandparticipationProfessionalreasoningandbehaviour;ethical,clinical/practicalandscientificLocalandinternationalorientation個(gè)人-環(huán)境-職業(yè)-界面協(xié)作與伙伴關(guān)系促成工作與參與專業(yè)論證與行為;倫理，臨床/實(shí)踐和科學(xué)地方和國際定位Issuesanddilemmastoconsiderwhendevelopingcompetencies

發(fā)展資質(zhì)時(shí)要考慮到的難題Competenciesare:complex(anintegrationofknowledge,skillsandattitudes),butshouldstillcommunicateclearlyrelatedtocontexts(eg.considerifthehealthprofessional(OT,PT)shouldworkinhospitalorprimary/communitysettingsorboth)資質(zhì)是:綜合(知識(shí)、技能、態(tài)度),但應(yīng)溝通清楚相關(guān)內(nèi)容((OT,PT)是否應(yīng)醫(yī)院或私人/社會(huì)場所工作)Competenciesare:describedwithanactiveverb,asaperformance,behaviourorskill(eg.apply,collaborate,disseminate,demonstrate)thecoreoftheprofessionsroles,dutiesandstrengths(anddoesnotincludeeverysingledetailofacurriculum)oftenrelatedtonationalprioritiesinlinewithinternationalstandards(WFOT,WCPT)資質(zhì)是:描述這主動(dòng)動(dòng)詞,一種操作,行為或技能(eg.應(yīng)用，合作，傳播，展示）)核心是行業(yè)角色、職責(zé)和優(yōu)勢

(不包括課程中的每個(gè)細(xì)節(jié))經(jīng)常與國家相關(guān)有國際標(biāo)準(zhǔn)(WFOT,WCPT)Issuesanddilemmastoconsiderwhendevelopingcompetencies

發(fā)展資質(zhì)時(shí)要考慮到的難題Considerthenumberofcompetencies(nottoofew,nottomany)differencebetweentechnical–prescriptivecompetencies(includingverbslike:shall,should,must)andenablingcompetenciesthatallowsflexibilityandsomevariationsofpractice(Rodgeretal2009)考慮資質(zhì)的數(shù)量(不能太少，不能太多)技術(shù)－指令資質(zhì)

(包括動(dòng)詞如:shall,should,must)和允許資質(zhì)的區(qū)別，應(yīng)有一定的和變化(Rodgeretal2009)Issuesanddilemmastoconsiderwhendevelopingcompetencies

發(fā)展資質(zhì)時(shí)要考慮到的難題ConsideralsoRegularupdate/revisionofcompetenciesinviewofnationalhealthneedsanddevelopmentCompetencesformulatedasacontinuumtobedevelopedthroughlife;thiscontinuummightbeoperationalisedwithspecificlearningoutcomesatcertainsteps(1st,2nd,3rdyear,Bachelor,Master,Doctorallevel)(egEuropeanTuningsystem)考慮在滿足國家衛(wèi)生需求和發(fā)展的情況下定期更新修改作為一個(gè)連續(xù)的權(quán)限制定，要通過生活發(fā)展，這一連續(xù)應(yīng)當(dāng)在各階段的專業(yè)學(xué)習(xí)成果中可操作Issuesanddilemmastoconsiderwhendevelopingcompetencies

發(fā)展資質(zhì)時(shí)要考慮到的難題Competencies資質(zhì)LearningoutcomeBachelor學(xué)習(xí)結(jié)果學(xué)士LearningoutcomeM