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From Competence to Continuing Competency.

Bette Case Di Leonardi, Debra Hagler, David R Marshall

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    Continuing competence definitions lack consensus globally. A 2018-2019 task force expanded the scope beyond nursing, highlighting the need for international perspectives and theoretical frameworks in competency research.

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    Area of Science:

    • Healthcare Professional Development
    • Continuing Education Research
    • Competency Assessment

    Background:

    • A prior task force defined continuing competence in 2011.
    • A subsequent task force revisited this definition in 2018-2019.
    • The scope was broadened internationally and across disciplines.

    Purpose of the Study:

    • To revisit and broaden the definition of continuing competence.
    • To explore international perspectives on competency assessment.
    • To identify gaps in the understanding and research of continuing competence.

    Main Methods:

    • Extensive literature review.
    • Collated findings into four categories: Identifying Competencies, Validating Competencies, International Perspective on Competency Assessment, and Competency in Disciplines Other Than Nursing.
    • Analyzed perspectives from licensing/credentialing organizations, the public, clinicians, and service recipients.

    Main Results:

    • Little consensus exists on the definitions of competence and competency.
    • International perspectives offer valuable insights into competency assessment.
    • Limited attention has been given to public, individual clinician, and patient perspectives.
    • Theoretical frameworks for competence and competency research are lacking.

    Conclusions:

    • The definition and assessment of continuing competence require broader international and interdisciplinary consideration.
    • Future research should address the lack of consensus and theoretical frameworks.
    • Incorporating diverse stakeholder perspectives is crucial for a comprehensive understanding of continuing competence.