1
|
Carrillo-Alvarez E, Rodríguez-Monforte M, Fernández-Jané C, Solà-Madurell M, Kozakiewicz M, Głowacka M, Leclère M, Nimani E, Hoxha A, Hirvonen A, Järvinen S, van der Velde M, van Scherpenseel M, Lopes AA, Santos H, Guimarães I, Handgraaf M, Grüneberg C. Professional competences to promote healthy ageing across the lifespan: a scoping review. Eur J Ageing 2023; 20:45. [PMID: 37999781 PMCID: PMC10673769 DOI: 10.1007/s10433-023-00794-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/14/2023] [Indexed: 11/25/2023] Open
Abstract
As societies age, the development of resources and strategies that foster healthy ageing from the beginning of life become increasingly important. Social and healthcare professionals are key agents in this process; therefore, their training needs to be in agreement with societal needs. We performed a scoping review on professional competences for social and health workers to adequately promote healthy ageing throughout life, using the framework described by Arksey and O'Malley and the Joanna Briggs Institute Guidelines. A stakeholder consultation was held in each of the participating countries, in which 79 experts took part. Results show that current literature has been excessively focused on the older age and that more attention on how to work with younger population groups is needed. Likewise, not all disciplines have equally reflected on their role before this challenge and interprofessional approaches, despite showing promise, have not been sufficiently described. Based on our results, health and social professionals working to promote healthy ageing across the lifespan will need sound competences regarding person-centred communication, professional communication, technology applications, physiological and pathophysiological aspects of ageing, social and environmental aspects, cultural diversity, programs and policies, ethics, general and basic skills, context and self-management-related skills, health promotion and disease prevention skills, educational and research skills, leadership skills, technological skills and clinical reasoning. Further research should contribute to establishing which competences are more relevant to each discipline and at what level they should be taught, as well as how they can be best implemented to effectively transform health and social care systems.
Collapse
Affiliation(s)
- Elena Carrillo-Alvarez
- Global Research on Wellbeing (GRoW), Facultat de Ciències de la Salut Blanquerna, Universitat Ramón Llull, Barcelona, Spain
| | - Míriam Rodríguez-Monforte
- Global Research on Wellbeing (GRoW), Facultat de Ciències de la Salut Blanquerna, Universitat Ramón Llull, Barcelona, Spain
| | - Carles Fernández-Jané
- Global Research on Wellbeing (GRoW), Facultat de Ciències de la Salut Blanquerna, Universitat Ramón Llull, Barcelona, Spain.
| | - Mireia Solà-Madurell
- Global Research on Wellbeing (GRoW), Facultat de Ciències de la Salut Blanquerna, Universitat Ramón Llull, Barcelona, Spain
| | - Mariusz Kozakiewicz
- Rydygier Collegium Medicum in Bydgoszcz, Nicolaus Copernicus University, Toruń, Poland
| | - Mariola Głowacka
- Rydygier Collegium Medicum in Bydgoszcz, Nicolaus Copernicus University, Toruń, Poland
| | | | | | | | - Armi Hirvonen
- JAMK University of Applied Sciences, Jyväskylä, Finland
| | - Sari Järvinen
- JAMK University of Applied Sciences, Jyväskylä, Finland
| | | | | | | | - Hugo Santos
- Alcoitão School of Health Sciences, Alcabideche, Portugal
| | | | | | | |
Collapse
|
2
|
Battel-Kirk B, Barry MM. Has the Development of Health Promotion Competencies Made a Difference? A Scoping Review of the Literature. HEALTH EDUCATION & BEHAVIOR 2019; 46:824-842. [PMID: 31064229 DOI: 10.1177/1090198119846935] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Introduction. Competency-based approaches have been developed in health promotion over the past four decades but, to date, there has been limited focus on the evaluation of their use and impact. In 2016, 5 years after publication of the CompHP Core Competencies Framework for Health Promotion, an evaluation of their use and impact across the health promotion community in Europe was initiated. As a first step in this process, a scoping review of the literature was undertaken which aimed to explore the current status of health promotion competencies, with a particular focus on developments in Europe and ascertain what evidence exists about the use and impact of health promotion competencies on practice, education, and training. Method. Searches of the electronic databases and gray literature were conducted between February 2016 and December 2017. The searches were limited to sources published in English between 2009 and 2017, which focused on health promotion competencies. Results. A total of 39 sources were identified for in-depth analysis, of which 26 were theoretical papers and 13 were papers reporting on empirical studies. Many of the sources presented health promotion competency frameworks or described their development. Some examples of the use of health promotion competencies were found but only two instances of their evaluation were identified. Conclusions. The review found few empirical studies on the implementation and use of health promotion competencies and highlights a lack of evaluation studies on their impact on practice, education, and training.
Collapse
|
3
|
Gharibi F, Tabrizi JS. Development of an accreditation model for health education and promotion programs in the Iranian primary healthcare system: a Delphi study. Health Promot Perspect 2018; 8:155-162. [PMID: 29744312 PMCID: PMC5935820 DOI: 10.15171/hpp.2018.20] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2018] [Accepted: 03/12/2018] [Indexed: 11/09/2022] Open
Abstract
Background: Considering the lack of accreditation models for health education and promotion(HEP) activities in the Iranian primary health care (PHC) system we conducted the present study to develop a national accreditation model for HEP actions in the Iranian PHC system. Methods: After a comprehensive review on the accreditation models in PHC field, especially those concentrated on the HEP programs, an initial HEP accreditation model was developed.Then, applying the Delphi technique, 18 experts in the Iranian PHC system with field experience in HEP programs were invited to assess the initial model. In the two-round Delphi study,aggregation was provided on the opinions and the standards and indicators were finalized.Conventional content analysis was applied to make sense of the data collected in the study. Results: The developed HEP accreditation model encompassed 62 indicators and five standards.The standards were as follow: "resources for HEP programs", "educational needs assessment of the target groups", "methods of providing a community with education", "management of health volunteers' actions" and "evaluation of HEP programs". Conclusion: The standards and indicators found in the present study may serve as an educational rationale for health educators while designing high-quality health education/promotion programs. This model may be helpful for health policy-makers and stakeholders while planning to assess the continuous quality improvement of HEP services delivered in the PHC systems.
Collapse
Affiliation(s)
- Farid Gharibi
- Iranian Center of Excellence in Health Management, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Jafar Sadegh Tabrizi
- Tabriz Health Services Management Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| |
Collapse
|
4
|
Gurgel SDS, Ferreira MKM, Sandoval LJS, Araújo PR, Galvão MTG, Lima FET. COMPETÊNCIAS DO ENFERMEIRO NA PREVENÇÃO DE QUEDAS EM CRIANÇAS À LUZ DO CONSENSO DE GALWAY. TEXTO & CONTEXTO ENFERMAGEM 2017. [DOI: 10.1590/0104-070720170003140016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
RESUMO Objetivo: analisar as competências do enfermeiro na prevenção de quedas de crianças hospitalizadas, à luz do Consenso de Galway. Método: estudo transversal, realizado com 40 enfermeiras que atuavam nas unidades abertas de internação de um hospital pediátrico. Coleta dos dados realizada mediante aplicação de um questionário com conteúdo validado. Foram relacionadas as ações executadas pelas enfermeiras, segundo o protocolo de prevenção de quedas, com os oito domínios do modelo de competências para promoção da saúde de Galway. Procedeu-se à análise estatística e análise do desempenho dos profissionais. Resultado: o domínio de competência liderança esteve presente em todas as ações (15). Os demais domínios de competência apresentaram-se na nas seguintes frequências: defesa (9 ações), catalisar mudanças (6 ações), implementação (6 ações), planejamento (3 ações), parcerias (3 ações), avaliação das necessidades (2 ações) e avaliação do impacto (2 ações). Conclusão: os domínios de competência foram contemplados em pelo menos duas ações de prevenção de quedas. Destaca-se a importância da identificação das competências de enfermeiros na prevenção de quedas de crianças hospitalizadas, visando melhoria da qualidade assistencial e, consequentemente, redução de atos inseguros.
Collapse
|
5
|
Veras JEGLDF, Rodrigues AP, Silva MJD, Aquino PDS, Ximenes LB. Avaliação das competências de enfermeiras para a promoção em saúde durante atendimentos pediátricos em unidade de emergência. ACTA PAUL ENFERM 2015. [DOI: 10.1590/1982-0194201500078] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023] Open
Abstract
Resumo Objetivo Avaliar as competências de enfermeiras na promoção da saúde durante atendimentos pediátricos em unidade de emergência, utilizando a classificação de risco. Métodos Estudo transversal realizado com enfermeiras que atuam no acolhimento com classificação de risco das crianças atendidas na emergência. Foram relacionados os procedimentos desenvolvidos pelas enfermeiras segundo as diretrizes do acolhimento com classificação de risco com o modelo de competências para a promoção da saúde de Galway. Na análise das competências, as enfermeiras foram acompanhados por dois observadores. Para a confiabilidade interobservadores foi utilizado o índice de Kappa, que corresponde a uma medida de concordância que varia de 0 a 1, sendo o valor 0 nenhuma concordância e o 1 representa total concordância. Resultados As competências identificadas na Enfermeira 1 obteve concordância perfeita (K=1,0), na Enfermeira 2 concordância moderada (K=0,5) e na Enfermeira 3 concordância muito baixa (K=0,2). Das competências de Galway, obtiveram maior concordância avaliação/diagnóstico e parceria. Conclusão As competências para promoção da saúde desenvolvidas pelas enfermeiras participantes do estudo foram: avaliação/diagnóstico, parceria, planejamento e avaliação das ações.
Collapse
|
6
|
Pinheiro DGM, Scabar TG, Maeda ST, Fracolli LA, Pelicioni MCF, Chiesa AM. Competencies em promoção da saúde: desafios da formação. SAUDE E SOCIEDADE 2015. [DOI: 10.1590/s0104-12902015000100014] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
O CompHP foi desenvolvido na Europa, em 2012, com o intuito de estabelecer competências e um sistema de certificação para a Promoção da Saúde. Este artigo tem o objetivo de apresentar uma reflexão teórica a respeito das possibilidades e limites da utilização do CompHP na formação de profissionais de saúde no Brasil. As bases teóricas que dão suporte a essa reflexão foram buscadas na literatura científica e ajustadas nos debates que aconteceram no interior de uma disciplina de pósgraduação stricto sensu, em 2012. Diversos trabalhos têm discutido e elaborado diretrizes para o estabelecimento de competências em promoção da saúde em todo o mundo, porém, as discussões sobre competências profissionais para a promoção da saúde que têm sido construídas no Brasil são ainda circunscritas a determinadas práticas profissionais. A partir das análises dos textos científicos, fica evidente que as diretrizes do CompHP foram cunhadas para se pensar a formação e a prática em promoção da saúde no contexto europeu, porém, as características do modelo de formação profissional praticado no Brasil podem se beneficiar muito com a proposta de competências que este documento traz.
Collapse
|
7
|
Madsen W, Bell T. Using health promotion competencies for curriculum development in higher education. Glob Health Promot 2015; 19:43-9. [PMID: 24801314 DOI: 10.1177/1757975911428818] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Health promotion core competencies are used for a variety of reasons. Recently there have been moves to gain international consensus regarding core competencies within health promotion. One of the main reasons put forward for having core competencies is to guide curriculum development within higher education institutions. This article outlines the endeavours of one institution to develop undergraduate and postgraduate curricula around the Australian core competencies for health promotion practitioners. It argues that until core competencies have been agreed upon internationally, basing curricula on these carries a risk associated with change. However, delaying curricula until such risks are ameliorated decreases opportunities to deliver dynamic and current health promotion education within higher institutions.
Collapse
|
8
|
Battel-Kirk B, Barry MM, van der Zanden G, Contu P, Gallardo C, Martinez A, Speller V, Debenedetti S. Operationalising and piloting the IUHPE European accreditation system for health promotion. Glob Health Promot 2014; 22:25-34. [DOI: 10.1177/1757975914545386] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2014] [Accepted: 06/03/2014] [Indexed: 11/17/2022]
Abstract
The International Union for Health Promotion and Education (IUHPE) European Accreditation System for Health Promotion aims to promote quality assurance in health promotion practice, education and training. The System is designed to be flexible and sensitive to the different contexts for health promotion practice, education and training in Europe, while maintaining robust criteria. These competency-based criteria were developed in the CompHP Project (2009–2012) that developed core competencies, professional standards and an accreditation framework for health promotion practice, education and training in the context of workforce capacity development in Europe. This paper describes how consultations undertaken with the health promotion community informed the structure and processes of the IUHPE Accreditation System. An overview of its development, key functions and the piloting of its implementation, which was co-funded by the European Union in the context of the EU Health Programme, is presented. Feedback from consultations with key health promotion stakeholders in Europe indicated overall support for the development of an accreditation system for health promotion. However, a number of potential barriers to its implementation were noted including: absence of dedicated practitioners and professional bodies in some countries; lack of clarity about professional boundaries; lack of financial resources required to facilitate capacity building; and concerns about the costs, objectivity and transparency of the system. Feedback from the consultations shaped and informed the process of designing an operational accreditation system to ensure that it would be responsive to potential users’ needs and concerns. Based on the agreed structures and processes, a web-based application system was developed and managed at IUHPE headquarters. A governance structure was established together with agreed policies and procedures for the System. During the pilot period, applications from 20 health promotion practitioners, two health promotion education programmes and one national accreditation organisation were processed. Feedback from the piloting stage will inform further refinement of the system. While recognising the challenges, the overall positive feedback and the commitment demonstrated by the health promotion community form a constructive platform for the implementation of the IUHPE Accreditation System in Europe and internationally.
Collapse
Affiliation(s)
| | - Margaret M. Barry
- Health Promotion Research Centre, National University of Ireland Galway, Ireland
| | | | | | | | | | - Viv Speller
- Health Development Consulting Ltd., Portsmouth, United Kingdom
| | - Sara Debenedetti
- International Union for Health Promotion and Education (IUHPE), Saint-Denis, France
| |
Collapse
|
9
|
Jones-Roberts A, Phillips J, Tinsley K. Creating a sustainable health promotion workforce in Australia: a health promoting approach to professionalisation. Health Promot J Austr 2014; 25:150-2. [DOI: 10.1071/he13076] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2013] [Accepted: 05/06/2014] [Indexed: 11/23/2022] Open
|
10
|
Battel-Kirk B, Van der Zanden G, Schipperen M, Contu P, Gallardo C, Martinez A, Garcia de Sola S, Sotgiu A, Zaagsma M, Barry MM. Developing a competency-based Pan-European Accreditation Framework for Health Promotion. HEALTH EDUCATION & BEHAVIOR 2013; 39:672-80. [PMID: 23258935 DOI: 10.1177/1090198112466664] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND The CompHP Pan-European Accreditation Framework for Health Promotion was developed as part of the CompHP Project that aimed to develop competency-based standards and an accreditation system for health promotion practice, education, and training in Europe. METHOD A phased, multiple-method approach was employed to facilitate consensus building with key stakeholders in health promotion across Europe. Consultation processes included focus and discussion groups at European and country levels, an online survey, a web-based consultation, and testing in academic and practice settings. Successive drafts of the Framework (a total of five) were revised based on the feedback from each consultation stage. FINDINGS A total of 405 participants from 29 of the 34 target countries contributed to the consultation process. The overall response to the Framework was positive, with negative feedback focusing mainly on the barriers that may impact on its implementation. CONCLUSIONS The CompHP Pan-European Accreditation Framework for Health Promotion provides an agreed system to promote quality assurance and competence for health promotion practice and education in Europe. The Framework, which builds on the CompHP Core Competencies and Professionals Standards, outlines the systems and processes for the accreditation of health promotion practitioners and health promotion education and training by accrediting organizations at national and European levels.
Collapse
|
11
|
Barry MM, Battel-Kirk B, Dempsey C. The CompHP core competencies framework for health promotion in Europe. HEALTH EDUCATION & BEHAVIOR 2012; 39:648-62. [PMID: 23162071 DOI: 10.1177/1090198112465620] [Citation(s) in RCA: 56] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND The CompHP Project on Developing Competencies and Professional Standards for Health Promotion in Europe was developed in response to the need for new and changing health promotion competencies to address health challenges. This article presents the process of developing the CompHP Core Competencies Framework for Health Promotion across the European Union Member States and Candidate Countries. METHOD A phased, multiple-method approach was employed to facilitate a consensus-building process on the development of the core competencies. Key stakeholders in European health promotion were engaged in a layered consultation process using the Delphi technique, online consultations, workshops, and focus groups. FINDINGS Based on an extensive literature review, a mapping process was used to identify the core domains, which informed the first draft of the Framework. A consultation process involving two rounds of a Delphi survey with national experts in health promotion from 30 countries was carried out. In addition, feedback was received from 25 health promotion leaders who participated in two focus groups at a pan-European level and 116 health promotion practitioners who engaged in four country-specific consultations. A further 54 respondents replied to online consultations, and there were a number of followers on various social media platforms. Based on four rounds of redrafting, the final Framework document was produced, consisting of 11 core domains and 68 core competency statements. CONCLUSIONS The CompHP Core Competencies Framework for Health Promotion provides a resource for workforce development in Europe, by articulating the necessary knowledge, skills, and abilities that are required for effective practice. The core domains are based on the multidisciplinary concepts, theories, and research that make health promotion distinctive. It is the combined application of all the domains, the knowledge base, and the ethical values that constitute the CompHP Core Competencies Framework for Health Promotion.
Collapse
|
12
|
Calhoun JG, Spencer HC, Buekens P. Competencies for global heath graduate education. Infect Dis Clin North Am 2012; 25:575-92, viii. [PMID: 21896359 DOI: 10.1016/j.idc.2011.02.015] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Competency specification and competency-based education (CBE) are increasingly being viewed as essential for optimizing educational outcomes for the next generation of global health workers. An overview is provided of this movement in graduate health professions education in the United States, the Association of Schools of Public Health (ASPH) contributions to advancing and researching related CBE processes and best practices, and the evolving ASPH competency model for graduate global health education.
Collapse
Affiliation(s)
- Judith G Calhoun
- Medical School, University of Michigan, 300 Huntington Drive, Suite 5100, Ann Arbor, MI 48104-1820, USA.
| | | | | |
Collapse
|
13
|
Taub A, Gilmore GD, Olsen LK, Connell D. Key questions for conducting role delineation research. Glob Health Promot 2011; 18:10-7. [PMID: 21744663 DOI: 10.1177/1757975910383931] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Role delineation research for the verification of professional competencies is essential in many professions to promote quality assurance and support capacity building and workforce development. In this article, guidance is provided about key aspects of role delineation research. The information contained in this article focuses on 13 key questions within three selected research phases when attempting to identify and verify the roles that are inherent within any given profession. The major sections in the paper include planning the research, collecting and analyzing the data, interpreting findings, and considering the future. Recommendations and examples related to each of the important questions are provided to assist others undertaking role delineation research.
Collapse
Affiliation(s)
- Alyson Taub
- New York University, Steinhardt School of Culture, Education, and Human Development, New York, NY 10003, USA.
| | | | | | | |
Collapse
|
14
|
Tomasik T, Windak A, Domagala A, Dubas K, Sumskas L, Rosinski J. An evaluation of family physicians' educational needs and experiences in health promotion and disease prevention in Poland and Lithuania--a qualitative study. BMC FAMILY PRACTICE 2011; 12:13. [PMID: 21435277 PMCID: PMC3074514 DOI: 10.1186/1471-2296-12-13] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/03/2010] [Accepted: 03/25/2011] [Indexed: 11/13/2022]
Abstract
Background The aim of this study is to explore the views of family physicians/general practitioners about the most important competences in health promotion and diseases prevention and areas where these competences might be below the desired level. Methods A qualitative, descriptive study, combining two data collection techniques, was conducted in two Eastern European countries in June and July 2009. Focus groups numbering 10 and 9 physicians, respectively, practising in various clinical settings, were held in Poland and Lithuania. Seven well-informed health care experts were recruited in both countries to provide information during the in-depth interviews. In both formats, questions were devoted to three main areas of health promotion and disease prevention competences: (1) educational, (2) clinical, (3) organisational. A qualitative content analysis was performed. Results Lithuanian and Polish family physicians/general practitioners view preventive care as one of their main responsibilities. Among 3 areas of competences, participants identified clinical competences as the most important in everyday practice. They also acknowledged that organisational and educational competences might be below the level required for effective preventive care. Only clinical competences were indicated as sufficiently developed during under- and post-graduate medical education. Conclusions In addressing current health promotion and disease prevention challenges, teachers of family medicine need to critically consider the training that currently exists for physicians. Development of a high-quality preventive service is not only a matter of proper education in the clinical field but also requires training in practice organisation and patient education.
Collapse
Affiliation(s)
- Tomasz Tomasik
- Department of Family Medicine, Department of Internal Medicine and Gerontology, Jagiellonian University Medical College, 4 Bochenska Street, Krakow, Poland.
| | | | | | | | | | | |
Collapse
|
15
|
Hauge HA, Hem HE. Developing health promotion education: Mainstreaming or acknowledging tensions in an evolving discipline? Scand J Public Health 2011; 39:79-84. [DOI: 10.1177/1403494810384428] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Aims: To contribute to development of global frameworks for health promotion education, by means of constructive criticism of the Galway Consensus Conference Statement (GCCS), and, furthermore, to substantiate that such frameworks must transcend political trends if they are to contribute to the ongoing development of health promotion both as a discipline and as a professional practice. This article is based on a workshop on competence domains in health promotion, held at the Sixth Nordic Health Promotion Research Conference in Gothenburg, Sweden, 20—22 August 2009. Methods: The GCCS’s delimitations of health, health promotion, and health promotion ethics is analysed and contrasted with the authors’ ongoing experiences from a master’s programme in health promotion. Results: Three important limitations in the GCCS are identified: the GCCS does not promote perspectives on health other than absence of disease, defines no role for health promotion other than disease prevention, and includes no perspectives on ethical challenges for practitioners. The examples from the master’s programme illustrate how and why these delimitations are problematic. Conclusions: Despite its limitations the GCCS has the potential to set a global agenda for health promotion education because of its emphasis on domains of core competencies in health promotion practice. To further this potential the GCCS’ context of use should be changed from mainstreaming health promotion into a technology for disease prevention, to enabling dialog between contributors to health promotion with differing political and scientific ideals. Such dialog must relate to tensions and ambiguities experienced by health promotion practitioners in real-life situations.
Collapse
Affiliation(s)
- Hans A. Hauge
- Vestfold University College, Faculty of Health Science,
Research Centre for Health Promotion in Settings, Tønsberg, Norway,
| | - Hans Einar Hem
- Vestfold University College, Faculty of Health Science,
Research Centre for Health Promotion in Settings, Tønsberg, Norway
| |
Collapse
|
16
|
Taub A, Allegrante JP, Barry MM, Sakagami K. Perspectives on Terminology and Conceptual and Professional Issues in Health Education and Health Promotion Credentialing. HEALTH EDUCATION & BEHAVIOR 2009; 36:439-50. [DOI: 10.1177/1090198109333826] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This article was prepared to inform the deliberations of the Galway Consensus Conference by providing a common and global reference point for the discussion of terminology and key conceptual and professional issues in the credentialing of health education and health promotion specialists. The article provides a review of the terminology that is currently employed across different countries in defining health education and health promotion as well as health educator and health promotion specialist. The terminology used to describe concepts in professional credentialing of health education and health promotion specialists and the scope of professional responsibilities of such specialists, including the terms professional competencies, professional standards, and accreditation, are also reviewed. Finally, key unresolved issues are identified and discussed from a global perspective. The article concludes that despite differences in terminology in the definitions of roles and responsibilities, health education and health promotion are conceptually more similar than different across countries.
Collapse
Affiliation(s)
- Alyson Taub
- Steinhardt School of Culture, Education, and Human Development, New York University,
| | - John P. Allegrante
- Department of Health and Behavior Studies, Teachers College, and Department of Sociomedical Sciences, Mailman School of Public Health, Columbia University, New York
| | - Margaret M. Barry
- Department of Health Promotion, National University of Ireland, Galway
| | | |
Collapse
|
17
|
Battel-Kirk B, Barry MM, Taub A, Lysoby L. A review of the international literature on health promotion competencies: identifying frameworks and core competencies. Glob Health Promot 2009; 16:12-20. [DOI: 10.1177/1757975909104100] [Citation(s) in RCA: 62] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Building a competent health promotion workforce with the necessary knowledge and skills to develop, implement and evaluate health promotion policies and practice is fundamental to mainstreaming and sustaining health promotion action. This paper reviews the international literature on competencies in health promotion, examines the competencies developed to date, identifies the methods used in their development and considers what can be learned from the experience of others when establishing international core competencies. The paper considers the advantages and disadvantages of employing a competency approach and the extent to which the competencies identified to date can enhance the quality of practice and update the skill set required to work within changing social, cultural and political contexts.
Collapse
Affiliation(s)
| | - Margaret M. Barry
- Department of Health Promotion, National University of Ireland, Galway,
| | - Alyson Taub
- Steinhardt School of Culture, Education and Human Development, New York University, New York
| | - Linda Lysoby
- National Commission for Health Education Credentialing Inc., United States
| |
Collapse
|