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The identification of requirements for competency development during work-integrated learning in healthcare education

Oona Janssens (UGent) , Vasiliki Andreou, Mieke Embo (UGent) , Martin Valcke (UGent) , Olivia De Ruyck (UGent) , Marieke Robbrecht (UGent) and Leen Haerens (UGent)
(2024) BMC MEDICAL EDUCATION. 24. p.1-18
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Abstract
Background Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There often is a focus on daily practice during WIL. Hereby, continuous competency development is at stake. Moreover, the fact that competencies need to continuously develop is often neglected. Objectives To ultimately contribute to the optimization of CBE in healthcare education, this study aimed at examining how competency development during WIL in healthcare education could be optimized, before and after graduation. Methods Fourteen semi-structured interviews with 16 experts in competency development and WIL were carried out. Eight healthcare disciplines were included namely associate degree nursing, audiology, family medicine, nursing (bachelor), occupational therapy, podiatry, pediatrics, and speech therapy. Moreover, two independent experts outside the healthcare domain were included to broaden the perspectives on competency development. A qualitative research approach was used based on an inductive thematic analysis using Nvivo12© where ‘in vivo’ codes were clustered as sub-themes and themes. Results The analysis revealed eight types of requirements for effective and continuous competency development, namely requirements in the context of (1) competency frameworks, (2) reflection and feedback, (3) assessment, (4) the continuity of competency development, (5) mentor involvement, (6) ePortfolios, (7) competency development visualizations, and (8) competency development after graduation. It was noteworthy that certain requirements were fulfilled in one educational program whereas they were absent in another. This emphasizes the large differences in how competence-based education is taking shape in different educational programs and internship contexts. Nevertheless, all educational programs seemed to recognize the importance of ongoing competency development. Conclusion The results of this study indicate that identifying and meeting the requirements for effective and continuous competency development is essential to optimize competency development during practice in healthcare education. Keywords Continuous professional development, Competency-based education – continuous competency development, Healthcare education, Multidisciplinary research, Work-integrated learning, ePortfolio
Keywords
Continuous professional development, Competency-based education – continuous competency, development, Healthcare education, Multidisciplinary research, Work-integrated learning, ePortfolio

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MLA
Janssens, Oona, et al. “The Identification of Requirements for Competency Development during Work-Integrated Learning in Healthcare Education.” BMC MEDICAL EDUCATION, vol. 24, 2024, pp. 1–18, doi:10.1186/s12909-024-05428-9.
APA
Janssens, O., Andreou, V., Embo, M., Valcke, M., De Ruyck, O., Robbrecht, M., & Haerens, L. (2024). The identification of requirements for competency development during work-integrated learning in healthcare education. BMC MEDICAL EDUCATION, 24, 1–18. https://doi.org/10.1186/s12909-024-05428-9
Chicago author-date
Janssens, Oona, Vasiliki Andreou, Mieke Embo, Martin Valcke, Olivia De Ruyck, Marieke Robbrecht, and Leen Haerens. 2024. “The Identification of Requirements for Competency Development during Work-Integrated Learning in Healthcare Education.” BMC MEDICAL EDUCATION 24: 1–18. https://doi.org/10.1186/s12909-024-05428-9.
Chicago author-date (all authors)
Janssens, Oona, Vasiliki Andreou, Mieke Embo, Martin Valcke, Olivia De Ruyck, Marieke Robbrecht, and Leen Haerens. 2024. “The Identification of Requirements for Competency Development during Work-Integrated Learning in Healthcare Education.” BMC MEDICAL EDUCATION 24: 1–18. doi:10.1186/s12909-024-05428-9.
Vancouver
1.
Janssens O, Andreou V, Embo M, Valcke M, De Ruyck O, Robbrecht M, et al. The identification of requirements for competency development during work-integrated learning in healthcare education. BMC MEDICAL EDUCATION. 2024;24:1–18.
IEEE
[1]
O. Janssens et al., “The identification of requirements for competency development during work-integrated learning in healthcare education,” BMC MEDICAL EDUCATION, vol. 24, pp. 1–18, 2024.
@article{01HW3031ZJGNJ302H3KN20XAY2,
  abstract     = {{Background Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies
healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There
often is a focus on daily practice during WIL. Hereby, continuous competency development is at stake. Moreover,
the fact that competencies need to continuously develop is often neglected.
Objectives To ultimately contribute to the optimization of CBE in healthcare education, this study aimed at examining
how competency development during WIL in healthcare education could be optimized, before and after
graduation.
Methods Fourteen semi-structured interviews with 16 experts in competency development and WIL were carried
out. Eight healthcare disciplines were included namely associate degree nursing, audiology, family medicine, nursing
(bachelor), occupational therapy, podiatry, pediatrics, and speech therapy. Moreover, two independent experts
outside the healthcare domain were included to broaden the perspectives on competency development. A qualitative
research approach was used based on an inductive thematic analysis using Nvivo12© where ‘in vivo’ codes were
clustered as sub-themes and themes.
Results The analysis revealed eight types of requirements for effective and continuous competency development,
namely requirements in the context of (1) competency frameworks, (2) reflection and feedback, (3) assessment, (4)
the continuity of competency development, (5) mentor involvement, (6) ePortfolios, (7) competency development
visualizations, and (8) competency development after graduation. It was noteworthy that certain requirements were
fulfilled in one educational program whereas they were absent in another. This emphasizes the large differences
in how competence-based education is taking shape in different educational programs and internship contexts. Nevertheless,
all educational programs seemed to recognize the importance of ongoing competency development.
Conclusion The results of this study indicate that identifying and meeting the requirements for effective and continuous
competency development is essential to optimize competency development during practice in healthcare
education.
Keywords Continuous professional development, Competency-based education – continuous competency
development, Healthcare education, Multidisciplinary research, Work-integrated learning, ePortfolio}},
  articleno    = {{427}},
  author       = {{Janssens, Oona and Andreou, Vasiliki and Embo, Mieke and Valcke, Martin and De Ruyck, Olivia and Robbrecht, Marieke and Haerens, Leen}},
  issn         = {{1472-6920}},
  journal      = {{BMC MEDICAL EDUCATION}},
  keywords     = {{Continuous professional development, Competency-based education – continuous competency,development, Healthcare education, Multidisciplinary research, Work-integrated learning, ePortfolio}},
  language     = {{eng}},
  pages        = {{427:1--427:18}},
  title        = {{The identification of requirements for competency development during work-integrated learning in healthcare education}},
  url          = {{http://doi.org/10.1186/s12909-024-05428-9}},
  volume       = {{24}},
  year         = {{2024}},
}

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