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Aims The aim of this paper is to define the key competencies (knowledge, skills, attitudes and values) in the field of implant dentistry, necessary for graduating general practitioners in Australia. The authors have produced a headline reference guide to outline the necessary educational outcomes which can be targeted by the undergraduate curricula in dental schools of Australian universities. This paper focuses on competencies and aims to clarify curricula ‘endpoints’ rather than processes. The process towards achieving these outcomes and the instructional methods and strategies might vary among universities. The authors acknowledge that there are different ways to reach the targeted learning outcomes and that there is a diversity of curricular approaches, structures and methodologies among Australian dental schools, which are enriching and desirable educationally. Specific educational strategies also with regards to the teaching of implant dentistry have been addressed in previous work and will not be covered in this paper. This paper will not address extracurricular courses, special degrees or training after graduation. [ABSTRACT FROM AUTHOR]

The objective of this systematic literature review was to investigate the current understanding of the competencies needed by Engineering Asset Management personnel in local authorities within Australia. During the development of the search string for the literature review, it was found that there were no available peer-reviewed articles on Engineering Asset Management competencies through an Australian local authority lens between January 2010 and December 2019 within the searched databases. Based on this, the search string criteria was re-focused onto Engineer Asset Management competencies within Australia (in general), as the new frame. Using this updated string search, the authors searched several databases (EBSCOHost, Informit, Scopus Informit and Web of Science) for research published in English between January 2010 and December 2019 that detailed the competencies deemed necessary for personnel undertaking Engineering Asset Management activities within the Australian context. Additional records were searched for in relation to the topic, from a range of Engineering and Engineering Management Conferences held between 2010 and 2019. Two hundred and thirty publications were identified through database searches, while eight conference proceedings were identified from the additional conference search. These were initially checked for duplicates, and then subjected to the refinement stage against a detailed review criteria, as per the PRISMA framework checklist process. Four articles progressed through the full PRISMA framework process. Further in-depth reviews of the remaining four papers found that one article was principally focused on the Australian Quality Framework (AQF) certification training processes, while the remaining three papers contained data of competency requirements (and example subjects) for Engineering Asset Management personnel within Australia. This data was collated, and through a deductive qualitative content analysis, was coded into three common themes: (1) Technical skills, (2) Professional skills – internally focused and (3) Professional skills – externally focused. The review process undertaken within this research initially showed that there were no papers within the original search frame of Australian local authorities, while the updated search detailed limited available literature within the general Australian context. This highlights an apparent gap within the available literature for the research topic scope during the period within January 2010 and December 2019. [ABSTRACT FROM AUTHOR]

Purpose This paper presents a review examining an Australian public sector competency framework through the lens of emotional intelligence (EQ) to answer the question “To what extent is the concept of EQ used to facilitate NSW public sector reform?” The purpose of this paper is to accentuate the importance of emotional capacity as an important capability to achieve reform goals, recognising the public sector’s deep organisational history and accepting that change is an emotional event, and that people achieve change.Design/methodology/approach A literature review drawing relationships between culture, change and emotion is applied to a capability framework for the public sector in the State of NSW. This review serves two purposes. First, it examines interacting factors that define the public sector context – a culture developed over generations, identity, the impact of culture on change and the relationship between change and emotions. The second examines a concept for its ability to transform this culture in a comparatively short time compared to its evolutionary history. Emotional capacity is framed by the EQ literature and is explored as a competency with particular focus in the NSW public sector. A ProQuest search using keywords Emotional intelligence and Public Sector or Civil Service; and Emotional intelligence and Public Administration located 22 studies across 14 countries looking at EQ in the public sector. These are supplemented by additional studies on EQ. The capability framework is examined against the elements of the only recognised standardised test for EQ (Fiori and Antonakis, 2011), the Mayer-Salovey-Caruso Emotional Intelligence Test.Findings The examination concludes that emotional capacity is implicit, if not overlooked within the framework, with continued emphasis on technical and managerial competencies, evident of public sector management still encased in traditional paradigms. The discussion positions the development of emotional capacity as a high-order competency in a challenging reform environment.Research limitations/implications The literature review may suffer from publication bias in both the literature cited in this review as well as those studies that have been published, particularly given the small amount of studies available within the public sector environment. The theoretical nature of the matching assessment is subjective and allows potential for variation in interpretation in both the meaning of the competencies and the matching to the four branches of EQ.Practical implications Empirical research in EQ is limited in the public sector domain. The public sector has an embedded culture weighed with assumptions steeped in history. A public sector organisation is valuable for longitudinal studies as many employees stay for considerable years if not their whole career. Further empirical research within this sector in examining the impact of emotional capacity on cultural reform would enhance the knowledge in this field.Originality/value The paper contributes to the limited literature examining the optimal competencies in particular emotional capacity for reform in the public sector. [ABSTRACT FROM AUTHOR]

Background and Purpose Physiotherapy or Physical Therapy (PT) is the most commonly practised allied health discipline globally. International PT workforce reforms are underway to deal with increasing patient numbers, shrinking medical and nursing workforces and lengthy waiting lists. It is timely to consider international differences in PT, with the aims of identifying opportunities for shared learning and forming stronger international alliances to support consistent and evidence-based workforce reforms. Methods This paper synthesizes freely available information on PT training and service delivery across the UK, Australia and United States (California). The paper considers differences in roles, workplaces, training, legislation and registration, continuing professional development, and accountability. Results There are similarities between UK, Australia and United States (California) in many areas of PT roles, training, registration, legislation and professional practice. However, none has a standard national mechanism by which to demonstrate PT accountability, patient safety or quality care. Moreover, there are different approaches to workforce reforms. There is considerable duplication in physiotherapy governance. Conclusion There are opportunities for targeted international collaborations regarding workforce reforms such as extending scope of practice, and determining and implementing internationally agreed ways of demonstrating PT accountability. The findings of this review have significant policy implications, and identify areas for collaborative research. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

An environmental health professional performs numerous job functions that have an impact on everyone's health and lifestyle. Their work is to prevent death and illness from environmentally related disease and injury. Moreover, the quality and safety of their air, food, water, and the infrastructure that supports vital environmental health services are one of the indicators separated many developed countries from undeveloped countries. This paper, environmental health professional in developed countries including the United State of America, United Kingdom, Canada, and Australia were discussed. It was revealed that the Registration of Environmental Health Specialist/Sanitarians is a process that certifies the applicant has been found by the certifying body of each state/country to meet the qualifications to protect environmental health. The result of these reviews indicates that competencies of Environmental Health Officers (EHOs) of all selected developed countries are focused on facility and system inspections and compliance and enforcement of environmental health laws. Moreover, risk assessment and management, investigation, monitor and control, and promoting environmental and public health awareness are appeared in some countries. Thus, the experiences in selected developed countries for certification of Environmental Health Specialist or sanitarian could be used as a guideline for environmental health professional development in other countries. [ABSTRACT FROM AUTHOR]

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Purpose The importance of managerial competencies in monitoring and improving the performance of organisational leaders and managers is well accepted. Different processes have been used to identify and develop competency frameworks or models for healthcare managers around the world to meet different contextual needs. The purpose of the paper is to introduce a validated process in management competency identification and development applied in Australia - a process leading to a management competency framework with associated behavioural items that can be used to measure core management competencies of health service managers. Design/methodology/approach The management competency framework development study incorporated both qualitative and quantitative methods, implemented in four stages, including job description analysis, focus group discussions and online surveys. Findings The study confirmed that the four-stage process could identify management competencies and the framework developed is considered reliable and valid for developing a management competency assessment tool that can measure management competence amongst managers in health organisations. In addition, supervisors of health service managers could use the framework to distinguish perceived superior and average performers among managers in health organisations. Practical implications Developing the core competencies of health service managers is important for management performance improvement and talent management. The six core management competencies identified can be used to guide the design professional development activities for health service managers. Originality/value The validated management competency identification and development process can be applied in other countries and different industrial contexts to identify core management competency requirements. [ABSTRACT FROM AUTHOR]

Due to emerging technological developments, the practice of engineering is changing remarkably. One of the main concerns of engineering education is to keep up with these revolutionary changes and incorporate them into the engineering curriculum. Social and professional needs have always been involved in the process of curriculum development and competencies set by professional organisations form a reference point for educational institutions. In this paper we argue that academics and administrators in universities are at the heart of change in their role as curriculum developers and implementers. We also propose that matching academic skills with the competencies / standards set by professional organisations can help pave the way in fast evolving technical fields. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to investigate the talent development antecedents in Malaysian Government Linked Companies (GLCs) Universities. Four key constructs were identified and analysed from the literature including talent identification, talent culture, competencies and talent development. Design/methodology/approach - The data required for this research were collected using a survey and online surveys sent to the three universities who participated in the study. A questionnaire was developed with 26 items adapted from previously validated scales. A non-probabilistic sampling procedure, i.e. convenience sampling, was utilised owing to the unavailability of a satisfactory sampling frame. Questionnaires were distributed to academics from three GLCs-- Universiti Tenaga Malaysia (UNITEN), Universiti Teknologi Petronas (UTP) and Multimedia University of Malaysia (MMU). A total of 300 questionnaires were submitted to the GLC universities, of which 168 surveys were completed and deemed useable for data processing. Findings - The research findings revealed that talent culture plays a significant mediating role in talent identification and competencies towards talent development in retaining competent academics in Malaysian GLCs universities. The findings also suggest that in order to attract and retain competent academics, GLC universities should institute formal career development opportunities and career orientated strategic plans. Finally, public policy makers should utilise key indicators of talent identification and talent culture such as equitable performance rating systems and rewarding of exemplary contributions in order to stimulate overall talent development. Research limitations/implications - GLC universities should cultivate a Talent Management culture to enhance their talent culture and thereby increase the skills of academics and retain quality academic staff. This research highlights the potential benefits of cultivating a Talent Management culture. The results of this study will benefit the GLC universities specifically, and other educational institutions in general by assisting them to identify, develop and retain competent academics. Originality/value - This is one of the few studies that uses partial least squares to address a multifaceted problem associated with the talent management competency in Malaysian Government Linked Companies universities. [ABSTRACT FROM AUTHOR]

Background: To adequately prepare graduates for the dynamic demands of paramedic practice, adopting a contemporary educational approach is essential. This involves collaborating to identify crucial competencies through input from industry stakeholders, experienced practitioners, and discipline-specific experts. Accreditation assumes a central role within this framework, serving as a cornerstone to ensure that paramedicine curricula align with paramedics' diverse and evolving professional roles. Methods: A narrative review of the literature and a directed search of grey literature were performed to identify specific developments in paramedicine competencies and scope of practice and mapped to the professional capabilities published by the Paramedicine Board of Australia. In determining a competency map and accreditation's role in a competency framework specific to current and evolving paramedic practice, key documents were analysed using a qualitative approach based on content analysis to identify common traits among documents, countries and other professions. Results: The review process identified 278 themes that were further allocated to 22 major analytical groupings. These groupings could further be mapped to previously reported cognitive, technical, integrative, context, relationship, affective/moral competencies and habits of mind. At the same time, the highest-rated groupings were key competencies of intellectual skills, safety, accountability, clinical decision-making, professionalism, communications, team-based approach and situational awareness. Two groups were represented in the literature but not in the professional capabilities, namely Health and Social continuum and self-directed practice. Conclusions: This review highlights the importance of measuring and validating the professional capabilities of Paramedicine Practitioners. The study explores various metrics and competency frameworks used to assess competency, comparing them against national accreditation schemes' professional capability standards. The findings suggest that accreditation frameworks play a crucial role in improving the quality of paramedicine practice, encompassing intellectual skills, safety, accountability, clinical decision-making, professionalism, communication, teamwork, and situational awareness. [ABSTRACT FROM AUTHOR]

Abstract: This paper offers ethnographic observations on the place of “agency” in the lives of Aboriginal children in Central Australia. The focus is on children''s play and adult–child interaction in the remote community of Ernabella, the oldest settlement in the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands, northern South Australia. The circumstance of Aboriginal children in remote areas is introduced as a contrasting picture: on the one hand, the life of Aboriginal families is shaped by their marginalised socio-economic position and dependency on the state, which has become especially evident in the recently intensified efforts by the government to “mainstream” Aboriginal communities deemed in “social chaos” in order to regulate and thereby improve children''s lives; on the other there is the social fact that children enjoy a comparatively high level of autonomy within the Aboriginal domain. The much-observed “freedom” from parental discipline, however, does not simply mean that children assert their will without regard for certain social rules. Rather, it is suggested that it is precisely the relatively low level of direct instruction and reprimand by adults that fosters children''s ability to pattern their behaviour in relation to one another and to structure their social world and understandings according to the meanings that they co-create. Agency of this kind often occurs through imaginative play and spontaneously. This paper does not address policy issues directly. However, it is relevant as a background paper on Aboriginal children''s lives that contributes to the understanding and recognition of existing social capacities outside institutional settings. [Copyright &y& Elsevier]

Ballantyne A, Cheek J, O’Brien B, Pincombe J. International Journal of Nursing Practice 1998; 4: 156–165 Nursing competencies: Ground work in aged and extended care Competencies have been formulated for entry level nurses. Specialist and generic advanced nursing competencies are also being developed. This paper describes exploratory groundwork on aged and extended care nursing competencies derived from interviews with nurses, allied health staff, residents and their families from one setting. Critical Incident Technique1 was used to guide semistructured interviews with 29 participants. A thematic analysis of the data suggests that the Australian Nursing Council Inc.2 competencies make a useful but incomplete contribution to understanding the perceived role of nursing in aged and extended care. A conceptual framework developed from the data illustrates the interdependence of competencies with the context in which they are observed. The framework proposes a number of elements which have the potential to offer a means to better interpret nursing competence (critical aspects) in aged and extended care contexts. [ABSTRACT FROM AUTHOR]

Issue addressed: Dental diseases are chronic conditions that place a significant burden on the population's health; however, they are mostly preventable using a range of health promotion strategies Health promotion is a core competency for all dental and oral health graduates, but little is known about what health promotion content is taught in undergraduate degrees. The aim of this study was to explore the dental and oral health content in Australian undergraduate dental and oral health degrees and map against the last two versions of the Australian Dental Council (ADC) health promotion competencies. Methods: All ADC‐accredited dental and oral health courses delivered at Australian universities in 2019 were eligible to be included. Key words were used to locate subjects within the courses that contained health promotion content. This was analysed and ranked against the last two versions (2011 and 2016) of the ADC health promotion competencies. The competencies were then ranked using Blooms updated "six levels of thinking." Results: Seven oral health and eight dental courses were mapped. The number of health promotion subjects in courses varied substantially; the percentage of subjects that contained health promotion in oral health courses ranged from 30% to 75% and 16% to 60% for dental courses. All oral health courses were explicitly meeting the current ADC health promotion competencies, however, only half of the dental courses met the competency standards. Conclusion: Curriculum mapping provided a snapshot of the health promotion content within dental and oral health degrees in Australia. Evaluations of the extent to which these courses meet the ADC competencies provide useful information for students, clinicians and policy makers. So What?: This study provides evidence that health promotion training is occurring at varying levels. However, in dentistry, not all the ADC health promotion competencies are being met. A change is needed in the ADC health promotion competencies and ethos of academics involved in the development of curriculum to include and give appropriate attention to health promotion theory, especially advocacy. This will enable future dental professionals to advocate for a range of oral health promotion activities such as water fluoridation, universal dental care and sugar‐sweetened beverage taxes. [ABSTRACT FROM AUTHOR]

Background: It is well recognised that medical students need to acquire certain procedural skills during their medical training, however, agreement on the level and acquisition of competency to be achieved in these skills is under debate. Further, the maintenance of competency of procedural skills across medical curricula is often not considered. The purpose of this study was to identify core procedural skills competencies for Australian medical students and to establish the importance of the maintenance of such skills. Methods: A three-round, online Delphi method was used to identify consensus on competencies of procedural skills for graduating medical students in Australia. In Round 1, an initial structured questionnaire was developed using content identified from the literature. Respondents were thirty-six experts representing medical education and multidisciplinary clinicians involved with medical students undertaking procedural skills, invited to rate their agreement on the inclusion of teaching 74 procedural skills and 11 suggested additional procedures. In Round 2, experts re-appraised the importance of 85 skills and rated the importance of maintenance of competency (i.e., Not at all important to Extremely important). In Round 3, experts rated the level of maintenance of competence (i.e., Observer, Novice, Competent, Proficient) in 46 procedures achieving consensus. Results: Consensus, defined as > 80% agreement, was established with 46 procedural skills across ten categories: cardiovascular, diagnostic/measurement, gastrointestinal, injections/intravenous, ophthalmic/ENT, respiratory, surgical, trauma, women's health and urogenital procedures. The procedural skills that established consensus with the highest level of agreement included cardiopulmonary resuscitation, airway management, asepsis and surgical scrub, gown and gloving. The importance for medical students to demonstrate maintenance of competency in all procedural skills was assessed on the 6-point Likert scale with a mean of 5.03. Conclusions: The findings from the Delphi study provide critical information about procedural skills for the Clinical Practice domain of Australian medical curricula. The inclusion of experts from medical faculty and clinicians enabled opportunities to capture a range of experience independent of medical speciality. These findings demonstrate the importance of maintenance of competency of procedural skills and provides the groundwork for further investigations into monitoring medical students' skills prior to graduation. [ABSTRACT FROM AUTHOR]

While several competency frameworks have been proposed for Human Factors and Ergonomics (HFE) practitioners, these are not commonly based on structured analyses. The aim of this research was to develop a sociotechnical systems model of the HFE practitioner role in Australia and identify the competencies required to fulfil the role. Study One applied the Work Domain Analysis phase of cognitive work analysis (CWA) to model the HFE practitioner role. Model refinement was undertaken with seven subject matter experts. In Study Two, the model was used to elicit the competencies (knowledge, skills, abilities, other characteristics) required for successful performance, via a survey of 28 HFE practitioners. Most competencies related to skills (i.e. communication skills) and knowledge (i.e. domain knowledge). Gaps in competencies were also identified, linked to a lack of HFE education pathways in Australia. The findings have practical utility for designing HFE practitioner roles and educational programs. Practitioner summary: Cognitive work analysis provided a structured analysis of the role of the Human Factors and Ergonomics (HFE) practitioner and to support the identification of competencies. The results suggest that HFE practitioners are generalists rather than specialists and have implications for the job design and education of HFE practitioners. Abbreviations: BCPE: board of certification in professional ergonomics; CIEHF: chartered institute of ergonomics and human factors; CWA: cognitive work analysis; HFE: human factors and ergonomics; HFESA: human factors and ergonomics society of Australia; IEA: International Ergonomics Association; KSAO: knowledge, skills, abilities and other characteristics; O*NET: occupation information network; SME: subject matter expert; SRK: skills, rules, knowledge; UK: United Kingdom; USA: United States of America; WDA: work domain analysis [ABSTRACT FROM AUTHOR]

Over the past three decades, numerous studies have addressed the importance of generic skills and have focused on the broad category of employability skills for accountants, without differentiating between the various types of occupations within the accounting profession. As an extension and contribution to this literature, this study examines the key employability competencies or skills required by employers of tax accountants. We conducted a content analysis of skills specified in job advertisements over a 12-month period in Australia and New Zealand. The results show that personal and interpersonal skills were the most frequently mentioned in advertisements for tax accountants. These findings are generally consistent with prior studies, and tax educators should continuously consider ways to help graduates develop these skills. [ABSTRACT FROM AUTHOR]

This study analyses the intended and enacted curricula that are produced when metacognition is included as an element within standards-based reforms for schooling. Reformers of the senior-secondary curriculum for South Australia (SA) and the Northern Territory (NT) hoped to improve the academic outcomes of all students, and especially those from low-SES and Indigenous backgrounds, by creating a curriculum that required year-10 students to reflect on their capacities. Reflection on learning in the literacy domain was a particular emphasis during the reforms. A constructionist epistemology and case-study methodology informed the approach taken in the study. Data collection and analysis involved accessing and analysing the intended curriculum, as well as the curriculum planning documentation designed by four teachers in one NT high school. The results indicate that learning opportunities to reflect on literacy capacities will not be created when the intended curriculum provides teachers, who are not literacy specialists, with little guidance about practices associated with metacognition and literacy. [ABSTRACT FROM AUTHOR]

This article is the first in a new series in this regular feature. The intention of the series is to look at important global developments in health science libraries. Librarians will be invited to share with HILJ readers key initiatives in their country or region. These articles should serve as a road map, describing the key changes in the field and exploring factors driving these changes. We initiate this series with an article by three Australian librarians who use research findings to depict the evolving professional landscape in their country. The starting point of their analysis is a report completed in 2011 which looked into likely future workforce and education requirements for health library professionals. The authors trace the achievements since then, most notably in the areas of research, advocacy and education. Clearly, a great deal has been achieved leading to a greater return on investment. The authors maintain that the key to shaping the profession and enhancing the status of librarians is ongoing professional development. To this end, Australia is promoting a systematic, competency based health specialist certification. Finally, they identify trends impacting on health librarianship, such as the growing importance of research data management and consumer health literacy. JM [ABSTRACT FROM AUTHOR]

Aim: This study aimed to determine whether registered nurse Australian specialty competency standards identified unique capabilities of nursing practice. Background: Use of the term specialist in nursing commenced early in the twentieth century with the growth and diversification of postgraduate nursing education. Courses in speciality nursing were associated with the development of specialty competency standards in Australia. Method: Australian specialty standards were mapped against the current national competency standards for the registered nurse. Content analysis was used to cross ‐ map the standards to the national standard domains of professional practice, critical thinking and analysis, provision and coordination of care, and collaborative and therapeutic practice. Findings: Of the 28 sourced speciality standards, only the nursing informatics standards displayed unique elements of nursing practice. Other nursing capabilities such as leadership and person ‐ centred care were prominent in speciality standards, while more difficult to interpret in the national standards. In addition, developmental and intellectual disability nursing was not evident in the national competency standards. Discussion: The findings above identified that nursing informatics were the only specialty standards that displayed unique capabilities of nursing practice when compared with the national competency standards. This raises the question of the value add specialty standards have on practice. Conclusion: Very few unique capabilities of specialty nursing were expressed in these standards. The study identified that they had more potential in assisting registered nurses to interpret their national competency standards into specialist practice contexts. Implications for nursing and health policy: It is proposed that specific performance indicators of how the registered nurse standards are applied in the specialty context are developed in place of multiple specialty standards. [ABSTRACT FROM AUTHOR]

Objectives The purpose of this review was to uncover areas of competence which may lead to a baseline of skills for health librarians. A baseline could inform personal development plans for health librarians, criteria for job descriptions and curriculum for library and information science ( LIS) courses. Methods This research outlines existing competencies for librarians working in health care as defined by library associations, recent job descriptions and a mapping review of the library and information science literature. This is performed in the context of librarians working in the Irish health system with examples of practice drawn from the Irish experience. Results Ten areas of competence were found to be common to three of five library associations, which were also common to recent job descriptions. The literature reveals an ever changing working environment for librarians working in health with opportunities for new and evolving roles. Conclusions The challenge for librarians moving into these roles will be to stay relevant and to keep skills updated in a rapidly moving health and information environment. [ABSTRACT FROM AUTHOR]

Vocational rehabilitation services have been implemented in a number of countries to facilitate the return to work of sick and injured workers, yet little research has been undertaken to document competencies required to provide services globally. This study compared the job tasks, functions, and knowledge domains deemed important by Australian and German rehabilitation professionals working in vocational rehabilitation settings to identify common practice domains. An online survey comprising items from the Rehabilitation Skills Inventory–Amended and the International Survey of Disability Management was completed by 149 Australian and 217 German rehabilitation professionals. Items from each measure were submitted to factor analysis, using principal axis factoring as the extraction technique. Three common domains were identified: (a) vocational counseling, (b) workplace disability case management, and (c) workplace intervention and program management. Differences in skill and knowledge domains centered on the levels of specialization in vocational rehabilitation practices in each country. Ongoing transnational research is required to ensure that a “global curriculum” covers core competencies, while at the same time allowing for specialization at a local level. [ABSTRACT FROM PUBLISHER]

Clinical education programs in speech-language pathology enable the transition of students' knowledge and skills from the classroom to the workplace. Simulated clinical learning experiences provide an opportunity to address the competency development of novice students. This study reports on the validation of an assessment tool designed to evaluate speech-language pathology students' performance in a simulated clinical placement. The Assessment of Foundation Clinical Skills (AFCS) was designed to link to concepts and content of COMPASS®: Competency Assessment in Speech Pathology, a validated assessment of performance in the workplace. It incorporates units and elements of competency relevant to the placement. The validity of the AFCS was statistically investigated using Rasch analysis. Participants were 18 clinical educators and 130 speech-language pathology students undertaking the placement. Preliminary results support the validity of the AFCS as an assessment of foundation clinical skills of students in this simulated clinical placement. All units of competency and the majority of elements were relevant and representative of these skills. The use of a visual analogue scale which included a pre-Novice level to rate students' performance on units of competency was supported. This research provides guidance for development of quality assessments of performance in simulated placements. [ABSTRACT FROM AUTHOR]

This review aims to highlight how the chronic condition self-management support (CCSMS) field might inform and enhance the skills of the disability employment services (DES) workforce, particularly in its interactions with clients with complex disability needs. The approach we have taken involves a consideration of current education and training, recruitment of staff into DES and issues of concern arising from these processes. The main findings of our review are that the current DES workforce may not have the required skills to fully meet the needs of the populations they serve given the growing burden of chronic conditions, generally. We conclude by calling for greater consideration of CCSMS education and training as core required skills for the DES workforce, so that they might integrate their practice more collaboratively alongside other support providers. [ABSTRACT FROM PUBLISHER]

Issues addressed: Health promotion principles for practice are closely aligned with that of environmental sustainability. Health promotion practitioners are well positioned to take action on climate change. However, there has been scant discussion about practice synergies and subsequently the type and nature of professional competencies that underpin such action. Methods: This commentary uses the Australian Health Promotion Association (AHPA) national core competencies for Health Promotion Practitioners as a basis to examine the synergies between climate change and health promotion action. Results: We demonstrate that AHPA core competencies, such as program planning, evaluation and partnership building, are highly compatible for implementing climate change mitigation and adaptation strategies. We use food security examples to illustrate this case. Conclusions: There appears to be considerable synergy between climate change and health promotion action. This should be a key focus of future health promotion competency development in Australia. [ABSTRACT FROM AUTHOR]

Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The following question is addressed: What are the generic competencies that engineers graduating in Australia require for their work as engineers? Competencies were identified from a broad range of literature and then rated by 300 established engineers for importance to their jobs. The results indicated that non-technical, attitudinal and technical competencies were perceived to be important. Eleven competency factors were revealed empirically. Profiles of these competency factors among graduates would assist evaluation and improvement of engineering programmes. This is the first quantitative study conducted in Australia that encompassed all engineering disciplines and focused on established engineers rather than recent graduates. [ABSTRACT FROM AUTHOR]