1. Developing competencies for occupational therapy education and practice 发展作业治疗的职业教育和实践资质 Nils Erik Ness Programme Coordinator Standards and Quality World Federation of Occupational Therapists (WFOT) Associate Professor, HiST, Norway

2. Developing competencies for occupational therapy education and practice 发展作业治疗的职业教育和实践资质 Competencies 资质 What are competencies? 什么是资质? Why are competencies important? 资质为什么重要? How to develop competencies? 如何提高资质? OT competencies OT资质 Resources 资源

3. Greetings from the World Federation of Occupational Therapists - the key international representative for occupational therapy and occupational therapists 来自世界作业治疗师联合会的问候 - 作业治疗和作业治疗师的国际重要代表

4. represents 69 member organisations worldwide and over 350,000 occupational therapists代表全球69个成员组织和35万以上的职业治疗师

5. Occupational therapy is the only health profession that has international quality assurance process for entry level education of its practitioners; WFOT Minimum Standards of the Education of Occupational Therapist & Program Review Process 作业治疗是唯一的对参与者文化程度具有国际质量准入资质的卫生专业; 作业治疗师进入WFOT 的最低教育标准 & 方案审查程序

6. As WFOT see the current progress in allied health education in China we can congratulate on the success to date At the same time look to the future with excitement and to move forward with confidence WFOT 对中国已经取得的成就表示祝贺 并且期待着美好的未来

7. The Council of WFOT andWFOT 理事会

8. The Executive Management Team执行管理团队

9. Wishes you a successful conference in Nanjing祝您在南京的会议一切顺利

10. OT治疗师的数量

11. 每10000人口中OT治疗师的数量

14. Professional Competencies专业资质 are now in the process of being developed for most professions and disciplines all over the world A search on the web will give many hits also related to health professions 将在世界上最具专业资质 一项网络研究将提供更多的有关健康专业的点击

15. This presentation is relevant for all health professionals but the examples are related to occupational therapy 这个介绍与所有健康专业有关，但例子与OT有关。

16. WFOT view on competenciesWFOT 资质 is included in the following documents available from www.wfot.org: WFOT Minimum Standards for the Education of Occupational Therapists (2002) WFOT Entry-level competencies for occupational therapists (2008) 可以www.wfot.org的文件中获得: 作业治疗师进入WFOT 的最低教育标准。 (2002) 作业治疗师进入WFOT 的入门资质(2008)

17. WFOT recommends that local/national context should influence the educational programmes Competencies should be adapted to each local/national context WFOT建议在地区/国家范围内进行教育培训 资质应当与地区/国家相适应

18. However competencies should include the following areas: The person-occupation-environment relationship and its relationship to health Therapeutic and professional relationship Occupational therapy process Professional reasoning and behaviour The context of professional practice 这些资质应当包括: 人－活动－环境的关系以及与健康的关系 治疗和专业的关系 作业治疗过程 专业论证与行为 专业实践方面

21. 3. Developing OT and PT Education(Guidelines, curriculum)发展OT 和 PT 教育(Guidelines, curriculum) 2. Defining OT and PT competencies 确定 OT 和 PT 资质 Identifying baseline 确定基线 International standards (WFOT, WCPT) and National Standards 国际标准(WFOT, WCPT) 和国家标准 International standards (WFOT, WCPT) and Local/National context and needs 国际标准(WFOT, WCPT) 和国内情况和需求 Local/National context and needs 地区/国家情况和需求

22. What are competencies? Why are they important? How do you develop competencies? Were is knowledge on developing competencies? 什么是资质? 资质为什么重要? 如何提高资质? 哪里有提高资质的知识?

23. Competencies are资质就是 abilities to successfully carry out skills and perform profession-specific tasks and duties abilities to perform work to a set standard in employment the end product of an educational programme, or how learners are able to perform at the end of an educational process 能够熟练执行和成功完成专业任务的资质 专业标准上的执行资质 教育的终产物, 或学习者如何在学习结束后能够执行

24. Competencies资质 Represent a dynamic combination of knowledge and understanding, interpersonal and practical skills, ethical values and responsibilities and abilities Are actions that need integration of knowledge, skills and attitudes 是知识和理解，人际关系和实际技能，职业道德和责任，以及资质的动态组合 是知识、技术、态度整合的行动

25. Why Focus on Competencies? 为什么要针对性提出资质?

26. Why Focus on Competencies? 为什么要针对资质? Common description for the practitioners and the educational programs 对学习和教育程序有一个统一的规定 Education Competencies Practice Set learning objectiveand standards for practice 教育 资质 学习 制定学习目标和学习标准

27. Why Focus on competencies?为什么要针对资质? Maintain and enhance professional standard Easier to understand the different roles and expertise of different professions (eg PT, OT, rehab therapist and rehab physician) Support transparency for clients, employers and other stakeholders May be used as baseline for evaluating individual competencies and educational programs 保持和提高专业水平 更容易理解的不同专业的不同角色(eg PT, OT, rehab therapist and rehab physician) 使客户、员工和其他利益相关者的支持透明 有可能作为评价个人资质和教育程度的基线

28. Why Focus on competencies?为什么要针对资质? Guide design of national guidelines, curriculums and educational programmes (e.g., Australia, Belgium, Brazil, Canada, Denmark, Finland, Ireland, The Netherlands, Norway, Portugal, Spain, Sweden, UK and more) Make it possible to have different content or sequence of subjects (different curriculums, but still the same competencies) 指导制定国家标准、课程和教育计划 使学科含有不同内容和顺序成为可能 (课程不同，但资质一样)

29. Why Focus on competencies?为什么要针对资质? Support moving from teacher-centered and subject-centered education towards learner and competence-centered education Put emphasis on learning outcomes Support transparency during learning 支持从以教师为中心，以学科为中心向以学习者和资质为中心的教育运动 把重点放在学习成果上 支持学习过程的透明化

30. Key themes of competencies for health professional卫生专业资质的关键(Rodger et al 2009) Competencies are more than the execution of a set of specific, technical skills; It is also: judicious and reasoned application of intellect to meet the expectations of the client and work environment sufficient insight to regulate own practice a relative term dependent on the context 资质不仅是专业的执行力，专业技能，它还是: 满足客户需要和工作环境的智慧的应用 规范自身实践的洞察力 依赖环境的相对时期

31. Developing OT competencies发展 OT 资质 Since competencies reflect practice and are the outcome of educational programmes they should be developed in cooperation with academics and practitioners 由于资质反映实践，又是教育的结果，所以从业者应将学术科研与实践相结合

32. The European Tuning Project欧洲调整计划 has developed a common methodology for all disciplines/ professions This methodology has been followed to develop European competencies for Occupational Therapy by COTEC (OT practicians) and ENOTHE (OT academics) The work was coordinate by the European OT Tuning Group (representing ENOTHE and COTEC) 制定了各学科/专业的一个共同的方法这种方法一直沿用欧洲作业治疗师发展资质的COTEC和ENOTHE 方法 这一工作由欧洲OT调整小组来做。 (代表 ENOTHE and COTEC)

33. The European Occupational Therapy Tuning Project 欧洲OT调整计划 Based on critical study of earlier work by: 基于先前的关键研究: WFOT (Hocking & Ness 2002) College of OT’s in the UK (Turner 2004) Australian Association of OT’s (Ford & Tonkin 1994) Canadian Association for OT’s (CAOT 1998) European Curriculum Guidelines (Howard & Lancee 2000) Standards of Practice (COTEC 1996) Focus groups (annual meetings of ENOTHE and COTEC) 关键团队(annual meetings of ENOTHE and COTEC)

34. The European Occupational Therapy Tuning Project 欧洲OT调整计划 Online Questionnaire for all European occupational therapy practitioners, academics and students (Tuning methodology) Open feedback process from COTEC and ENOTHE, e-mail and consultation with experts Feedback from employers and client groups Validation meeting with stakeholders (international experts in health and education) Parallel meetings with the medical, nursing and physiotherapy professions 在线调查：针对欧洲OT从业者，研究者和学生 公开反馈程序：来自COTEC 和 ENOTHE的专家的 e-mail 和咨询 反馈：来自员工和顾客 论证会：来自利益相关者 (国际卫生与教育专家) 医疗，护理和物理治疗专业的平行会议

35. The European Occupational Therapy Tuning Project 欧洲OT调整计划 European OT competencies are described in 6 categories: Knowledge of occupational therapy (5) OT process and professional reasoning (9) Professional relationships and partnerships (5) Professional autonomy and accountability (5) Research and development in OT/science (6) Management and promotion of OT (5) 欧洲 OT 资质包括6项: OT治疗知识(5) OT 进程和专业理论(9) 职业关系和伙伴关系(5) 职业自主权和义务 (5) OT科学的研究与发展(6) OT 的管理和推广(5)

36. Canadian Association of Occupational Therapists加拿大作业治疗师协会 Profile of OT Practice in Canada (2007) The concept used for developing the profile is based on the competencies framework for medical specialists produced by the Royal College of Physicians and Surgeons of Canada: the “CanMEDS Roles” (Frank, 2005). 概况(2007) 概况基于加拿大皇家医学院“CanMEDS Roles” (Frank, 2005).的基本要求

37. Canadian Association of Occupational Therapists加拿大作业治疗师协会 The profile outlines the seven main “roles” of the occupational therapist: 1. Expert in Enabling Occupation 2. Communicator 3. Collaborator 4. Practice Manager 5. Change Agent 6. Scholarly Practitioner and 7. Professional 作业治疗师的7个主要角色: 1. 擅长作业的专家 2. 传播者 3. 合作者 4. 实践管理者 5. 变迁推动者 6. 学术实践者 7. 专业人才

38. Issues and dilemmas to consider when developing competencies发展资质时要考虑到的难题

39. Issues and dilemmas to consider when developing competencies发展资质时要考虑到的难题 Competences are the aims that are guiding all five areas in WFOT Min Standards Philosophy and purpose Curriculum content and sequence Educational methods Fieldwork Educational resources Educators 资质是指导WFOT最低标准五个方面的目的 理念和宗旨 课程内容及顺序 教育方法 实习 教育资源 教育工作者

41. Competencies are often grouped under headings, but have common content in different standards 资质经常被分类，但标准不同，内容相同

43. OT education should prepare competencies in following area:OT 教育应考虑以下几方面: Person-environment-occupation-interface Collaboration and partnership Enabling occupation and participation Professional reasoning and behaviour; ethical, clinical/practical and scientific Local and international orientation 个人-环境-职业-界面 协作与伙伴关系 促成工作与参与 专业论证与行为;伦理，临床/实践和科学 地方和国际定位

44. Issues and dilemmas to consider when developing competencies发展资质时要考虑到的难题 Competencies are: complex (an integration of knowledge, skills and attitudes), but should still communicate clearly related to contexts (eg. consider if the health professional (OT, PT) should work in hospital or primary/community settings or both) 资质是: 综合 (知识、技能、态度), 但应沟通清楚 相关内容( (OT, PT) 是否应医院或私人/社会场所工作)

45. Issues and dilemmas to consider when developing competencies发展资质时要考虑到的难题 Competencies are: described with an active verb, as a performance, behaviour or skill (eg. apply, collaborate, disseminate, demonstrate) the core of the professions roles, duties and strengths (and does not include every single detail of a curriculum) often related to national priorities in line with international standards (WFOT, WCPT) 资质是: 描述这主动动词, 一种操作,行为或技能(eg. 应用，合作，传播，展示）) 核心是行业角色、职责和优势(不包括课程中的每个细节) 经常与国家相关 有国际标准(WFOT, WCPT)

46. Issues and dilemmas to consider when developing competencies发展资质时要考虑到的难题 Consider the number of competencies (not too few, not to many) difference between technical –prescriptive competencies (including verbs like: shall, should, must) and enabling competencies that allows flexibility and some variations of practice (Rodger et al 2009) 考虑 资质的数量(不能太少，不能太多) 技术－指令资质(包括动词如: shall, should, must) 和允许资质的区别，应有一定的和变化(Rodger et al 2009)

47. Issues and dilemmas to consider when developing competencies发展资质时要考虑到的难题 Consider also Regular update/revision of competencies in view of national health needs and development Competences formulated as a continuum to be developed through life; this continuum might be operationalised with specific learning outcomes at certain steps (1st, 2nd, 3rd year, Bachelor, Master, Doctoral level) (eg European Tuning system) 考虑 在满足国家卫生需求和发展的情况下定期更新修改 作为一个连续的权限制定，要通过生活发展，这一连续应当在各阶段的专业学习成果中可操作

48. Competencies 资质 Learning outcome Bachelor 学习结果 学士 Learning outcome Master 学习结果 硕士 Learning outcome Doctoral 学习结果 博士

49. Helpful resources有用的资源 WFOT Minimum Standard for the Education of Occupational Therapists (2002). (Available in Chinese) WFOT Entry-level competencies for occupational therapists (2008) Online order from WFOT shop https://www.wfot.org/wfotshop/ or WFOT secretariat; admin@wfot.org.au

50. Helpful resources 有用的资源 The Reference points for the Design and Delivery of Degree Programmes in Occupational Therapy (ENOTHE and COTEC 2008) Introduction to Occupational Therapy Summary of the OT TUNING process Application of competencies (Including designing curricula and ideas of approaches to learning, teaching and assessment including fieldwork) Includes bachelor, master and doctoral level Challenges and trends for the future Download book from http://tuning.unideusto.org/tuningeu/, scroll down to bottom of page, click third book from left

51. Helpful resources 有用的资源 European Occupational Therapy Competences(ENOTHE and COTEC 2008) translated into 20 languages: http://www.enothe.hva.nl/tq/tuning_line2.htm

52. Helpful resources有用的资源 Profile of OT Practice in Canada (CAOT 2007): Download from http://www.caot.ca/default.asp?pageid=36 Sylvia Rodgers et al (2009): A comparisons of international occupational therapy competencies: Implications for Australian standards in the new millennium, Australian Occupational Therapy Journal vol 56, issue 6 372-383.

53. Helpfulresources More information on Tuning process: Tuning Educational Structures in Europehttp://tuning.unideusto.org

54. Thank you very much 谢谢