Competency-Based Training to Create the 21st Century Mental Health Workforce: Strides, Stumbles, and Solutions

Delaney, Kathleen R.; Carlson-Sabelli, Linnea; Shephard, Rebekah; Ridge, Alison

doi:10.1016/j.apnu.2010.09.003

Cited by 16 publications

(11 citation statements)

References 17 publications

(16 reference statements)

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“…Consistent with the literature (Delaney et al, 2011;Neistadt et al,1998;Swanson et al,1995), the provision of mini case studies to elicit oral responses in a culminating final competency exam in an occupational therapy curriculum was found to be a helpful adjunct to more traditional outcome measures, such as exams and written assignments. In addition to the written case study, POT-CA invokes a performance element with the requirement that students demonstrate the specific skill of administering the ACLS-5.…”

Section: Implications For Occupational Therapy and Recommendationssupporting

confidence: 69%

“…Competency-based assessments have been developed to support skill development and clinical reasoning in response to perceived concerns about challenges for health care graduates entering mental health environments (Delaney, Carlson-Sabelli, Shephard, & Ridge, 2011). Paper cases and simulations have also been specifically praised in relation to the development of skills in clinical reasoning in occupational therapy (Neistadt, Wight, & Mulligan, 1998).…”

Section: Implications For Occupational Therapy and Recommendationsmentioning

confidence: 99%

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The Psychosocial Occupational Therapy Competency Assessment (POT-CA): Development and Implementation in a Level I Fieldwork Course

Yeager

Piggott

2017

JOTE

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A competency assessment was developed to assess students' skills at the culmination of courses relating to mental health, including a Psychosocial Level I Fieldwork course. The intention of the assessment, titled the Psychosocial Occupational Therapy Competency Assessment (POT-CA), was to engage students in a practical skill demonstration and use of clinical reasoning in relation to brief case studies. Key skills assessed included: administration of the ACLS-5, establishing and maintaining therapeutic rapport, defining OT in client centered language, and use of clinical reasoning to identify additional assessment, intervention, and discharge recommendations. The purpose of this article is to present the tool and results from its preliminary use in a Level I psychosocial fieldwork course, in order to share a creative approach for assessing the development of clinical skills competence for mental health practice. United States ABSTRACT A competency assessment was developed to assess students' skills at the culmination of courses relating to mental health, including a Psychosocial Level I Fieldwork course. The intention of the assessment, titled the Psychosocial Occupational Therapy Competency Assessment (POT-CA), was to engage students in a practical skill demonstration and use of clinical reasoning in relation to brief case studies. Key skills assessed included: administration of the ACLS-5, establishing and maintaining therapeutic rapport, defining OT in client centered language, and use of clinical reasoning to identify additional assessment, intervention, and discharge recommendations. The purpose of this article is to present the tool and results from its preliminary use in a Level I psychosocial fieldwork course, in order to share a creative approach for assessing the development of clinical skills competence for mental health practice. BACKGROUNDFieldwork is considered to be a vital aspect of professional education which facilitates the development of occupational therapy practitioners through the process of establishing their professional identities and gaining the requisite knowledge, skills and attitudes needed to practice (American Occupational Therapy Association [AOTA], 2009). Fieldwork is also considered a primary method for students to develop and demonstrate competencies by providing them the opportunity to apply classroom knowledge and theory in real settings (

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Section: Implications For Occupational Therapy and Recommendationssupporting

confidence: 69%

Section: Implications For Occupational Therapy and Recommendationsmentioning

confidence: 99%

The Psychosocial Occupational Therapy Competency Assessment (POT-CA): Development and Implementation in a Level I Fieldwork Course

Yeager

Piggott

2017

JOTE

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“…To this end, there is general trend among other professional health departments and instructors of nursing to design competency-based curriculum. Qualifications are based on academic knowledge, although their development needs undertaking measures; among them utilization of theoretical content (educational) in actual situation is critical [14]. An important purpose of implementation of qualitative and safe qualifications in nursing program is to bridge the gap between nursing education and clinical situation [28,35].…”

Section: Competency-based Curriculummentioning

confidence: 99%

“…The main emphasis on mental health service is to improve and preserve mental health performance, prevention of mental diseases, and to help the referrals to recover their health. These goals are realized through a wide range of nursing activities at different wards of hospital or sections of society [14,43]. Mental health nursing is faced with increasing challenges.…”

Section: Competency-based Curriculum In Mental Health Nursingmentioning

confidence: 99%

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Competency-based curriculum education in mental health nursing

Mohtashami¹,

Salsali²,

Pazargadi³

et al. 2013

OJN

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Introduction: The essential problems in providing quality and safety services to patients, rapid changes in health care settings as well as information technology require educational revision. Competency-based curriculum focuses on set of skills that students should achieve. This study reviewed characteristics of competency-based curriculum in psychiatric nursing. Methods: A literature review about a competencybased curriculum in psychiatric mental health nursing was carried out by searching databases including Iran Medex, Iran Doc, and Pub Med with key words such as competency-based education, competencybased curriculum, and competency-based curriculum in psychiatric mental health nursing. No time limitation was considered. Results: Results revealed that over 30 literatures have been done about nursing curriculum, but just several studies were done regarding competency-based curriculum and just a few about competency-based curriculum in psychiatric mental health nursing. Conclusion: Competencybased curriculum development is one of the essential steps to facilitate teaching-learning process. The revision of curriculum may decrease theory-practice gap and pave the way for graduates to have essential competences for their roles.

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Mental health education: Contemporary context and future directions

Kowalski¹,

Attoe²

2021

Clinical Education for the Health Professions

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Competency-Based Training to Create the 21st Century Mental Health Workforce: Strides, Stumbles, and Solutions

Cited by 16 publications

References 17 publications

The Psychosocial Occupational Therapy Competency Assessment (POT-CA): Development and Implementation in a Level I Fieldwork Course

The Psychosocial Occupational Therapy Competency Assessment (POT-CA): Development and Implementation in a Level I Fieldwork Course

Competency-based curriculum education in mental health nursing

Mental health education: Contemporary context and future directions

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