A Global Survey of Occupational Health Competencies and Curriculum

Delclos, George L.; Bright, Karie A.; Carson, Arch; Felknor, Sarah A.; Mackey, Thqmas A.; Morandi, Maria T.; Schulze, Lawrence J. H.; Whitehead, Lawrence W.

doi:10.1179/oeh.2005.11.2.185

Cited by 25 publications

(36 citation statements)

References 22 publications

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“…Substantial differences in required competency sets for OPs and OHNs were observed in a global survey on work jurisdiction of OH professionals undertaken over a decade ago 7 . Our contrasting, more highly correlated findings may be explained by OH practice evolution already described and service provision/multidisciplinary models currently in place.…”

Section: Discussionmentioning

confidence: 64%

“…This is important for clinical governance and identifying ongoing training requirements. OP and OHN competency requirements separately have been studied in various countries, 3–9 but little research has made direct comparisons between these two professional groups 7 . A global survey comparing work jurisdiction of OH professionals demonstrated substantial differences for OPs and OHNs in required competency sets, although this was undertaken over a decade ago 7 …”

Section: Introductionmentioning

confidence: 99%

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Comparison of competency priorities between UK occupational physicians and occupational health nurses

et al. 2017

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ObjectivesThe competencies required of occupational physicians (OPs) and occupational health nurses (OHNs) separately have been studied in various countries but little research has made direct comparisons between these two key occupational health (OH) professional groups. The aim of this study was to compare current competency priorities between UK OPs and OHNs.MethodsA modified Delphi study conducted among professional organisations and networks of UK OPs and OHNs. This formed part of a larger Delphi, including international OPs. It was undertaken in two rounds (round 1—‘rating’, round 2—‘ranking’), using a questionnaire based on available OH competency guidance, the literature, expert panel reviews and conference discussions.ResultsIn each round (rating/ranking), 57/49 and 48/54 responses were received for OPs and OHNs respectively. The principle domain (PD) competency ranks were very highly correlated (Spearman’s r=0.972) with the same PDs featuring in the top four and bottom three positions. OPs and OHNs ranked identically for the top two PDs (good clinical care and general principles of assessment and management of occupational hazards to health). Research methods was ranked lowest by both groups.ConclusionsThis study has observed a high level of agreement among UK OPs and OHNs on current competency priorities. The ‘clinically focused’ competency priorities likely reflect that although OH practice will broaden in response to various factors, traditional ‘core’ OH activities will still be required. These mutually identified priorities can serve to strengthen collaboration between these groups, develop joint education/training programmes and identify common professional development opportunities.

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Section: Discussionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

Comparison of competency priorities between UK occupational physicians and occupational health nurses

et al. 2017

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“…The low response rate can be considered a study limitation and it is possible that these results may not be representative of all UK OHNs. Other Internet-based surveys and competency studies have also demonstrated low response rates [15,30]. From an OHN perspective, there have been recent concerns about a lack of engagement and direction within the discipline [6], which may explain this response rate.…”

Section: Discussionmentioning

confidence: 99%

“…OH practice is constantly evolving and OHNs have to develop continuously and adapt competencies based upon core skills, resulting in OH nursing becoming a mix of ‘traditional’ and ‘emergent’ functions [14]. OHN roles and competencies have been the subject of research [15–23]. Two Australian studies [20,23] identified that OHNs were not engaging fully in all practice areas defined in their competency standards.…”

Section: Introductionmentioning

confidence: 99%

“…A lack of involvement in research was highlighted [20] and another study related this to a lack of skills in, and knowledge of, research methods [16]. In a global survey of OH professionals [15], clinically focused competencies were the skills most frequently considered necessary for OHNs, with lower scores for research. Employers’ expectations as a factor determining OHN activities have also been studied [17–19].…”

Section: Introductionmentioning

confidence: 99%

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Core competencies for UK occupational health nurses: a Delphi study

Lalloo

Demou

Kıran

et al. 2016

OCCMED

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BackgroundOccupational health nurses (OHNs) play a pivotal role in the delivery of occupational health (OH) services. Specific competency guidance has been developed in a number of countries, including the UK. While it is acknowledged that UK OHN practice has evolved in recent years, there has been no formal research to capture these developments to ensure that training and curricula remain up-to-date and reflect current practice.AimsTo identify current priorities among UK OHNs of the competencies required for OH practice.MethodsA modified Delphi study undertaken among representative OHN networks in the UK. This formed part of a larger study including UK and international occupational physicians. The study was conducted in two rounds using a questionnaire based on available guidance on training competencies for OH practice, the published literature, expert panel reviews and conference discussions.ResultsConsensus among OHNs was high with 7 out of the 12 domains scoring 100% in rating. ‘Good clinical care’ was the principal domain ranked most important, followed by ‘general principles of assessment & management of occupational hazards to health’. ‘Research methods’ and ‘teaching & educational supervision’ were considered least important.ConclusionsThis study has established UK OHNs’ current priorities on the competencies required for OH practice. The timing of this paper is opportune with the formal launch of the Faculty of Occupational Health Nursing planned in 2018 and should inform the development of competency requirements as part of the Faculty’s goals for standard setting in OHN education and training.

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Evaluation Studies on Education in Occupational Safety and Health: Inspiration for Developing Economies

Dijk¹,

Bubaš²,

Smits³

2015

Annals of Global Health

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Developing economies can take advantage of a variety of online facilities improving coverage and quality of education. Blended education including face-to-face contacts and a participatory approach might be preferred. For workers, minor isolated educational efforts are less effective than enhanced education or education as part of multifaceted preventive programs. Collaboration of OSH experts with other organizations offers opportunities to reach underserved worker populations. Increasing international collaboration is a promise for the future. National legislation and government support is necessary, placing OSH education high on the national agenda, with special attention for most needed professionals and for underserved workers in high-risk jobs such as in the informal sector. International support can be boosted by a high-level international task force on education and training, funded programming, and a global online platform.

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A Global Survey of Occupational Health Competencies and Curriculum

Cited by 25 publications

References 22 publications

Comparison of competency priorities between UK occupational physicians and occupational health nurses

Comparison of competency priorities between UK occupational physicians and occupational health nurses

Core competencies for UK occupational health nurses: a Delphi study

Evaluation Studies on Education in Occupational Safety and Health: Inspiration for Developing Economies

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