Adapting the WHO rehabilitation competency framework to a specific context: a stepwise guide for competency framework developers

Adapting the WHO Rehabilitation Competency Framework to a specific context A stepwise guide for competency framework developers Version for field testing

Adapting the WHO Rehabilitation Competency Framework to a specific context A stepwise guide for competency framework developers Version for field testing Adapting the WHO Rehabilitation Competency Framework to a specific context: a stepwise guide for competency framework developers. Version for field testing ISBN 978-92-4-001533-3 (electronic version) ISBN 978-92-4-001534-0 (print version) © World Health Organization 2020 Some rights reserved. This work is available under the Creative Commons Attribution-NonCommercial- ShareAlike 3.0 IGO licence (CC BY-NC-SA 3.0 IGO; https://creativecommons.org/licenses/by-nc-sa/3.0/igo). Under the terms of this licence, you may copy, redistribute and adapt the work for non-commercial purposes, provided the work is appropriately cited, as indicated below. In any use of this work, there should be no suggestion that WHO endorses any specific organization, products or services. The use of the WHO logo is not permitted. 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Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement. The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by WHO in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters. All reasonable precautions have been taken by WHO to verify the information contained in this publication. However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall WHO be liable for damages arising from its use. Design and layout by Inis Communication iii CONTENTS Acknowledgements iv 1. Introduction 1 2. Potential applications of a competency framework 2 3. Good practices when developing a context-specific rehabilitation competency framework 3 4. Key considerations when developing a context-specific rehabilitation competency framework 4 5. The process of developing a competency framework modelled on the rehabilitation competency framework 5 Annex 1. Template for a workplan 15 Annex 2. Template for recording competency framework contributors 17 Annex 3. Template for competency framework structure 19 Annex 4. Template for a feedback form 22 iv ACKNOWLEDGEMENTS The World Health Organization (WHO) extends its gratitude to all those whose dedicated efforts and expertise contributed to this resource. This guide, Adapting the WHO Rehabilitation Competency Framework to a specific context, was developed with the oversight of Dr Alarcos Cieza, Unit Head, Sensory Functions, Disability and Rehabilitation, Department of Noncommunicable Diseases, WHO. Jody-Anne Mills, Rehabilitation Programme, WHO, was responsible for the coordination and development of the guide; Siobhan Fitzpatrick, Pauline Kleinitz and Elanie Marks provided valuable input to its development. The following international rehabilitation professional associations were instrumental in identifying members of the RCF Technical Working Group: Harvey Abrams, Courtesy Professor, Department of Communication Sciences and Disorders, University of South Florida, United States of America; Maria Gabriella Ceravolo, Department of Experimental and Clinical Medicine, “Politecnica delle Marche” University, Italy; Alison Douglas, Director of Standards, Canadian Association of Occupational Therapists, Canada; Rochelle Dy, Associate Professor, Physical Medicine and Rehabilitation, Baylor College of Medicine/Texas Children’s Hospital, United States of America; Pamela Enderby, President, International Association of Communication Sciences and Disorders (IALP), United Kingdom of Great Britain and Northern Ireland (United Kingdom); Rachael Lowe, Founder and CEO, Physiopedia, United Kingdom; Joseph Montano, Professor of Audiology in Clinical Otolaryngology, Weill Cornell Medicine, United States of America; Ashima Nehra, Professor, Neurosciences Centre, All India Institute of Medical Sciences, India; Rhoda Olkin, Professor, California School of Professional Psychology at Alliant International University, United States of America; Claire O’Reilly, World Physiotherapy, Republic of Ireland; and E. Mary Silcock, Professional Advisor, Occupational Therapy Board of New Zealand. Biographies of each member are available online. The development of the Rehabilitation Competency Framework was made possible through the support of the United States Agency for International Development (USAID). 1 1. INTRODUCTION This guide complements the Rehabilitation Competency Framework (RCF) and proposes a methodology for adapting the RCF model to a specific context, such as for a particular profession, specialization or setting. Adapting the RCF involves extracting the relevant content and customizing it for the context and intended application. Once adapted, the context-specific framework can be implemented, such as to support education and training, regulation, or performance appraisal (see Section II). The RCF was designed to provide an organizational structure and language for developing rehabilitation competency frameworks that can be applied regardless of the intended audience or application. However, in order to be fit for purpose, every competency framework should reflect local values and beliefs, the scope of practice of the target audience, and the level of specificity required for its potential applications. There is no one universally agreed way of approaching competency framework development; however, applying certain good practices, factoring in key considerations, and adopting a systematic process of content development can help ensure a positive outcome. This document offers these practices and considerations and guides competency framework developers through the phases and steps of adapting the structure and content of the RCF to a specific context. Templates to support the development process can be found in the annexes. Figure 1. Progression from the RCF to implementation of a context-specific competency framework Context-specific competency framework Workforce planning Performance appraisal APPLY Adaption guide This guide provides a systematic process for adapting the RCF to a specific context Competency- based education Regulation and accreditation ADAPT Curriculum guide 2 2. POTENTIAL APPLICATIONS OF A COMPETENCY FRAMEWORK Competency frameworks can serve a range of purposes. Historically, they emerged with two distinct aims: to support the development of capabilities (generally the primary concern of the education sector), and to help define standards of performance (generally the primary concern of the labour sector). Currently, many competency frameworks aim to achieve a hybrid of both, yet each requires specific characteristics. Table 1 summarizes some of the common applications of competency frameworks that relate to either or both aims, and the requirements of a framework intending to be applied in each way. Table 1. Examples of applications of competency frameworks for rehabilitation and their corresponding characteristics Application Key characteristics of competency frameworks Supporting rehabilitation education and training, such as through guiding curriculum development • Have a focus on the competencies and behaviours learners should develop, but also consider the activities and tasks they may need to perform • Typically include different levels of proficiency, or milestones, that should be achieved at different stages of education and training or of career development • Define the knowledge and skills that underpin the competencies and behaviours • Are forward-looking, or aspirational in expectations of performance Supporting professional regulation, accreditation or licencing for rehabilitation • Have a focus on activities and tasks that rehabilitation workers should be competent in performing, but also consider the competencies and behaviours that enable rehabilitation workers to perform effectively • Typically define a single level of proficiency required to be considered as competent • Capture existing or current expectations of performance Supporting performance appraisal of rehabilitation workers • Include both competencies and activities, with clear performance indicators (examples of how these would be demonstrated in a particular real-life scenario) • May include different levels of proficiency that capture where a person’s performance sits along a continuum, or a defined level of proficiency, whereby a person is deemed either competent or not • Typically include performance indicators relevant to the context in which competencies and activities will be demonstrated • Capture existing or current expectations of performance When developing a competency framework modelled on the RCF, it is important to consider carefully how the framework will be used and what it requires in order to serve its purpose. Without such consideration, competency frameworks can be criticized as reductionist, because they fail to capture the critical yet less tangible capabilities (e.g. competencies) of a worker; or ineffective, because they fail to adequately define the observable and measurable expectations (e.g. activities) of a worker. The RCF includes both competencies and activities, and either or both may be used in a context-specific framework according to its intended audience and aims. 3 3. GOOD PRACTICES WHEN DEVELOPING A CONTEXT-SPECIFIC REHABILITATION COMPETENCY FRAMEWORK The following practices help ensure that the competency framework is acceptable, applicable, and taken up as intended: ADOPTING AN INCLUSIVE APPROACH It is important that the stakeholders for whom the competency framework will have relevance – including those from different sectors, institutions and population groups – are engaged in the development process. Engagement may be in the form of representation within a working group or consultation process, for example, and should be proportional to the implications of the framework for each stakeholder/population group. While gathering input from a wide range of sources requires time, and possibly additional resources, it is fundamental to creating a quality framework, ensuring buy-in, and the ultimate uptake of the end product. PLANNING IMPLEMENTATION FROM THE OUTSET An inclusive approach is one way of supporting implementation of the competency framework; however additional mechanisms, such as the following, should also be considered: • Access: House the framework on platforms and publish it in formats that are readily accessible. Some formats and layouts present challenges for readers with visual or cognitive impairment, and it may be necessary to have multiple formats/layouts available. It is also beneficial to consider which translations of the framework may be needed to enable access to all potential users. • Endorsement: The endorsement of a competency framework can impact how it is perceived and the authority it exerts. Consider who should endorse the competency framework (what logos it will hold, for example), and what implications this may have for the development process. • Promotion: It is important that people are made aware of the competency framework and what it means for them. Launch events, social media, academic journals, and professional newsletters are some examples of platforms for promotion and dissemination. MONITORING IMPACT While it can be challenging, attempt to monitor the impact of the competency framework. Determine indicators of success (such as uptake or compliance), what data are required to measure this, and how feasible it is to collect. Quantitative data, such as number of downloads, number of institutions, service providers, or professional bodies adopting the framework, etc. can provide some crude information regarding uptake, and audits may be used to monitor compliance. The latter in particular requires careful consideration of assessability in competency framework design, such as the inclusion of performance indicators and how these are reported. Qualitative feedback can also provide rich information for design and quality improvement of future iterations of the framework. 4 4. KEY CONSIDERATIONS WHEN DEVELOPING A CONTEXT-SPECIFIC REHABILITATION COMPETENCY FRAMEWORK Those whom the competency framework targets, and how they will be using it, has significant implications for its design and content, particularly impacting: THE GRANULARITY, OR SPECIFICITY, OF THE CONTENT The more specific the content, the less generalizable it is and the more frequently it may need to be updated. However, some applications of competency frameworks call for a certain level of detail, without which they lack useability. THE SCOPE OF THE CONTENT The specialization and breadth of the intended audience, as well as the roles they perform, will impact which domains, and which activities and tasks within the domains, are included in the competency framework. CONTEXT-SPECIFIC VALUES, BELIEFS AND TERMINOLOGY The RCF defines core values and beliefs and has endeavoured to use terminology that can be broadly adopted. However, the values and beliefs should be modified or complimented according to what is important and meaningful in the specific context. Similarly, the terminology may need to be modified if it does not reflect that used by the intended audience. THE ORIENTATION OF THE FRAMEWORK Competency frameworks can either portray current accepted practice, or be forward-looking and describe the practice to which they aspire. Whichever is appropriate depends on the intended application of the framework; current accepted practice may be necessary for frameworks that support performance appraisal, while aspirational frameworks may be useful when being applied to help develop curriculum or regulation or licencing standards, for example. 5 5. THE PROCESS OF DEVELOPING A COMPETENCY FRAMEWORK MODELLED ON THE REHABILITATION COMPETENCY FRAMEWORK Figure 2 below illustrates the process of adapting the RCF to specific context in five phases, each with a number of practical steps. Figure 2. The phases of adapting the RCF to a context-specific framework PHASE 1. PLANNING Investing in robust planning helps to ensure an efficient and effective development process, and ultimately impacts the quality of the end product. The following steps can help facilitate the planning process: STEP 1. INFORMATION GATHERING Prior to launching into the development of a competency framework modelled on the RCF, it is worth gathering information through a needs assessment that will inform key considerations, such as those described in section IV above. Information-gathering may involve key informant interviews, desk reviews, or both. In particular, information should be sought on the following: • Existing relevant competency frameworks and standards: Do they exist? Do they need to be replaced, or simply updated? What are their strengths and weaknesses? • Relevant legislation, policies, regulations and guidelines: It is important that competency frameworks align with seminal guiding resources, which can also help shape the content of the framework. Planning Step 1. Information gathering Step 2. Prepare a workplan Step 3. Confirm availability of resources Step 4. Establish a core working group and assign clear leadership or coordination roles Step 5. Define core values and beliefs that reflect the context Step 6. Extract relevant competencies, behaviours, activities and tasks from the RCF Step 7. Expand the content to the level of specificity required Step 8. Extract relevant knowledge and skills and expand as required Step 9. Amend terminology and language according to the context Step 10. Compile a list of peer reviewers Step 11. Develop ways to guide the mode and type of feedback desired Step 12. Respond to feedback Step 13. Implement a strategic dissemination plan Drafting Review Finalization Dissemination PHASE PHASE PHASE PHASE PHASE 1 2 3 4 5 6 Adapting the WHO Rehabilitation Competency Framework to a specific context • The health and demographic profile of the population: This information reveals the needs of the population the workforce will encounter and should be equipped to addressed. Shaping a competency framework around population needs is central to developing a socially responsible workforce. • Sociocultural–political context: For competency frameworks to be accepted and adopted, they need to be relevant to the social context in which they are being applied. • The needs and preferences of key stakeholders: This information is crucial to ensuring that the competency framework will be relevant to, and taken up by, the stakeholders within the field. STEP 2. PREPARE A WORKPLAN Workplans can be presented in a variety of ways, but should generally include the objectives of the project, milestones and tasks towards their achievement, details of task allocation (e.g. who is doing what), a timeline, and budget. It is useful to define as many of the characteristics of the competency framework as possible within the workplan. Such characteristics include audience, scope, applications, orientation and any key cultural factors that need to be considered in the content of the framework. The workplan may be revisited throughout the development plan and adjusted as needed. An example workplan template is provided in Annex 1. STEP 3. CONFIRM AVAILABILITY OF RESOURCES Once the workplan has been confirmed, it is worth checking that the human and financial resources required for completion of the project within the defined timeline are available. Financial costs may be incurred through consultant fees, working group meetings, and the production and dissemination of the completed framework. When the competency framework is to be housed on a digital platform, ensure that costs associated with embedding the features required for navigation and content extraction are considered, as well as those for the ongoing management and maintenance of the site. STEP 4. ESTABLISH A CORE WORKING GROUP AND ASSIGN CLEAR LEADERSHIP OR COORDINATION ROLES It can be useful to develop a competency framework that includes the perspectives and input of a range of individuals, thus establishing a core working group that can be relied upon to support the development of the framework can be a useful approach. The composition of the group and their commitment will shape the development process and greatly impact the end product; therefore careful consideration should be given to who is included. This may depend on a range of factors, but representatives of the following stakeholders may be considered: • Subject matter experts • Educationalists/academic institutions • Regulatory bodies • Professional associations • User-groups, such as disabled people’s organizations or patient groups • Minority groups • Indigenous representatives or other autonomous governing peoples who will be subject to the framework • Service developers or managers When inviting members to participate in the core working group, consider sharing the workplan or concept note, and a terms of reference document that outlines the mandate of the group, modes of participation (e.g. virtual meetings, face-to-face workshops, email correspondence, etc.), time commitment, and if/how they will be remunerated and acknowledged for their contributions. A template for compiling a list of core working group members, as well as other contributors, can be found in Annex 2. 5. The process of developing a competency framework modelled on the rehabilitation competency framework 7 PHASE 2. DRAFTING At the drafting phase, the RCF can be used to establish the structure and build the content of the competency framework. The following steps describe a systematic approach to the drafting phase; however these can be modified to suit different situations. STEP 5. DEFINE CORE VALUES AND BELIEFS THAT REFLECT THE CONTEXT Core values and beliefs are central to the RCF and crosscut all competencies and activities. They result from broad consensus from rehabilitation professionals and users with the view that they could be widely applicable. However, it is important that the values and beliefs are critically reviewed in the context of the competency framework being developed, modified or built on, as appropriate. STEP 6. EXTRACT RELEVANT COMPETENCIES, BEHAVIOURS, ACTIVITIES AND TASKS FROM THE RCF KEY TERMS Competencies: The observable ability of a person, integrating knowledge, skills, values and beliefs in their performance of tasks. Competencies are durable, trainable and, through the expression of behaviours, measurable. Behaviours: Observable conduct towards other people, or activities that express a competency. Behaviours are durable, trainable and measurable. Activities: An area of work that encompasses groups of related tasks. Activities are time limited, trainable and, through the performance of tasks, measurable. Tasks: Observable units of work as part of an activity, which draw on knowledge, skills, attitudes and behaviours. Tasks are time-limited, trainable and measurable. The RCF distinguishes between competencies (how rehabilitation workers behave) and activities (the tasks rehabilitation workers do). When adding or modifying RCF competencies and activities in the development of a context-specific framework, the characteristics of each, summarized in the table below, may help determine which is which. COMPETENCIES ACTIVITIES Associated with a person Associated with work (role requirements and scope of practice) Durable (persist through different activities) Begin and end Expressed as behaviours Encompass tasks Relevant to all rehabilitation workers Relevant to some rehabilitation workers and not others, depending on their occupational role Example: Communicates effectively with the person, their family, and their healthcare team Example: Conducting rehabilitation assessments The approach with which RCF competencies, behaviours, activities and tasks are extracted from the RCF will depend on the characteristics of the competency framework being developed, in particular whether it will describe multiple levels of proficiency, or a single level. The RCF describes behaviours and tasks over four levels 8 Adapting the WHO Rehabilitation Competency Framework to a specific context of proficiency (although some are constant across all or some levels). Competency framework developers should select the level or levels appropriate to the context, and, if necessary, modify the description according to the agreed expectations of the worker (see Figures 2 and 3). Where a competency framework describes multiple levels of proficiency, these can be labelled as desired, such as “graduate”, “novice” “post-graduate”, “expert”, or similar. While it may be more common for the level(s) selected to be consistent within a domain, this does not necessarily need to be the case. It is also likely that a competency framework will describe different level(s) across the different domains. For example, the competency framework may describe the behaviours and tasks of Level 3 in the Practice domain, and behaviours and tasks of Level 2 in the Management and Leadership. Competencies and behaviours The RCF competencies and the behaviours are intended to be relevant in any context, regardless of profession, specialization or setting. Nevertheless, they should not simply be copied into a context-specific framework. It may be appropriate, for example, to only include those competencies and behaviours that should be emphasized in a certain context. In such instances, it is useful to provide an explanation in the introductory text and make reference to the RCF as a source for a more comprehensive list of competencies and behaviours. Figure 3. Example of extracting competencies and behaviours from the RCF COMPETENCIES BEHAVIOURS The rehabilitation worker: Level 1 Level 2 Level 3 Level 4 C3. Communicates effectively with the person, their family, and their healthcare team C3.1 Recognizes the communication needs and practices of the person and their family, such as those related to age, education, culture, health condition or language C3.2 Adapts communication to frequently encountered needs and practices, including through the use of interpreters, assistive technology, and relevant accommodations C3.2 Adapts communication to a range of needs and practices, including through the use of interpreters, assistive technology, and relevant accommodations C3.2 Spontaneously adapts communication to a range of needs and practices, including through the use of interpreters, assistive technology, and relevant accommodations C3.2 Spontaneously adapts communication to complex needs and practices, including through the use of interpreters, assistive technology, and relevant accommodations C3.3 Speaks clearly and concisely, using terminology and language appropriate to the person and their family C3.4 Actively listens, including using, interpreting, and responding appropriately to body language C3.5 Manages the environment to support effective communication, taking into consideration noise, privacy, comfort and space 5. The process of developing a competency framework modelled on the rehabilitation competency framework 9 COMPETENCIES BEHAVIOURS The rehabilitation worker: Level 1 Level 2 Level 3 Level 4 C4. Adopts a rigorous approach to problem-solving and decision making C4.1 Seeks support to identify personal, environmental, and health factors when conceptualizing problems and identifying solutions C4.1 Identifies personal, environmental, and health factors and seeks support to use them in conceptualizing problems and identifying solutions C4.1 Considers personal, environmental, and health factors when conceptualizing problems and identifying solutions C4.1 Considers complex personal, environmental, and health factors when conceptualizing problems and identifying solutions C4.2 Seeks support to consider information from multiple sources when solving problems and making decisions with the person and their family C4.2 Considers information from multiple sources when solving problems and making decisions with the person and their family C4.2 Integrates information from multiple sources when solving problems and making decisions with the person and their family C4.2 Integrates complex information from multiple sources when solving problems and making decisions with the person and their family C4.3 Seeks support to identify innovative approaches to addressing challenges with a person and their family C4.3 Identifies innovative approaches to addressing challenges with a person and their family C4.3 Identifies innovative approaches to addressing complex challenges with a person and their family In the example provided in Figure 3, the competency framework developers are creating a framework with a single level of proficiency. All competencies and behaviours from the domain are extracted (those boxed in red), but behaviours are chosen from different levels, based on what is expected from the workforce. Activities and tasks While the competencies and behaviours of the RCF are core to all contexts, the activities and tasks are not. Competency framework developers will need to extract only those activities and tasks that are appropriate to their context. It is possible that entire activities may be excluded, or only certain tasks within an activity. The RCF activities and tasks are designed to provide an organizational structure for the vast majority of rehabilitation work, however in some contexts, it may be appropriate to add additional ones. 10 Adapting the WHO Rehabilitation Competency Framework to a specific context Figure 4. Example of extracting activities and tasks from the RCF ACTIVITIES TASKS Activities and tasks include: Level 1 Level 2 Level 3 Level 4 A3. Conducting rehabilitation assessments A3.1 Obtaining a basic health, environmental and personal history, clearly relevant to the needs of the person and their family A3.1 Obtaining a comprehensive health, environmental and personal history, which reflects an in-depth understanding of the scope and complexity of determinants of health and well-being A3.2 Observing whether a person may be at a risk of harm to themselves and/or others and seeking support to respond appropriately A3.2 Assessing whether a person is at a risk of harm to themselves and/or others and implement protection strategies where appropriate A3.3 Conducting routine and basic assessments of body structures and functions according to protocols and/or direction A3.3 Independently conducting routine and basic assessments of body structures and functions A3.3 Independently conducting assessments of body structures and functions, adjusting for specific factors, such as age, language, culture or impairment A3.3 Independently conducting advanced and specialized assessments of body structures and functions, adjusting for specific factors, such as age, language, culture or impairment A3.4 Identifying typical barriers and facilitators in the person’s environment A3.4 Analysing barriers and facilitators in the person’s environment A3.4 Analysing complex barriers and facilitators in the person’s environment A3.5 Conducting basic assessments of the person’s performance in relevant activities and their participation in meaningful events and life roles, through observation and interview A3.5 Conduct in-depth assessments of the person’s performance in relevant activities and their participation in meaningful events and life roles, using critical task analysis and interview A6. Implementing rehabilitation interventions A6.1 Providing the person and their family with routine education and training to promote self- efficacy and self-management A6.1 Providing the person and their family with customized education and training to promote self-efficacy and self-management A6.2 Providing routine assistive products and guiding the person and their family in their use, making minor adjustments according to needs A6.2 Providing and guiding the person and their family in the use of assistive products, constructing and/ or modifying them according to needs A6.2 Providing specialized assistive products and guide the person and their family in their use, constructing and/ or modifying them according to needs A6.3 Facilitating prescribed or routine modifications to the person and their family’s environment to improve safety, access and functioning A6.3 Identifying and facilitating innovative modifications to the person and their family’s environment to improve safety, access and functioning A6.4 Using prescribed and/or routine preventative, restorative and compensatory exercises, techniques and physical modalities A6.4 Using and prescribing preventative, restorative and compensatory exercises, techniques and physical modalities A6.4 Using and prescribing specialized preventative, restorative and compensatory exercises, techniques and physical modalities A6.5 Administering prescribed pharmacological agents A6.5 Administering and prescribing pharmacological agents as authorized 5. The process of developing a competency framework modelled on the rehabilitation competency framework 11 In the example provided in Figure 4, the competency framework developers extracted only the activities and tasks relevant to their workforce. Some tasks from selected activities are excluded (A3.4, A3.5, A6.3 and A6.5) as they are not relevant to the role of the workforce concerned. Again, tasks are selected from different levels, based on what is expected or required from the workforce. HINT: Although logical to sequence activities and tasks in the order that reflects how they are performed, a competency framework is not a protocol or practice guideline; its objective is not to describe the steps involved in completing an aspect of work or when a certain approach should be taken. Rather, the activities and tasks should describe what aspects of work need to be taught (i.e. what a person needs to be trained to do); they can be assessed or measured, or indicate successful performance. STEP 7. EXPAND THE CONTENT TO THE LEVEL OF SPECIFICITY REQUIRED Because the RCF is designed to be broadly generalizable, it may not describe behaviours and tasks to the level required for a specific context. The online interactive version of the RCF expands on the tasks for Practice domain activity 3 (assessment) and 6 (intervention) for 20 different health conditions (available 2021). Competency framework developers can extract additional content from the relevant health conditions for these tasks, but may also wish to expand on other tasks, or include content for different health conditions or for specific population groups, for example. This content can be drawn from a variety of sources such as interviews, focus groups, surveys, job descriptions, task analyses, clinical practice guidelines, curricula, or regulatory standards documents, among other sources. It can also be informed or validated by formalized consensus building approaches, such as a survey or Delphi study. HINT: When adding or modifying competencies, behaviours, activities and tasks, ensure each has a single focus. It can be easy, and may seem more efficient, to compound multiple behaviours or tasks within one statement; however this can complicate the application of the framework, especially in the context of measurement/performance appraisal. STEP 8. EXTRACT RELEVANT KNOWLEDGE AND SKILLS AND EXPAND AS REQUIRED KEY TERMS Knowledge: The informational base of competencies and activities. Skill: A specific cognitive or motor ability that is typically developed through training and practice. As with competencies and activities, knowledge and skills pertinent to the context of the framework being developed can be extracted from the RCF and expanded as appropriate. The RCF includes core knowledge and skills for each domain, which are intended to be relevant for all contexts, as well as activity-specific knowledge and skills. When approaching knowledge and skills, it is worth first confirming that they are necessary for the intended audience and applications of the competency framework, and what level of detail is required. Competency framework developers requiring a greater level of detail than that provided in the RCF can use existing knowledge and skill statements as subheadings and expand on each, add new statements, or both. STEP 9. AMEND TERMINOLOGY AND LANGUAGE ACCORDING TO THE CONTEXT Once the relevant content has been extracted from the RCF and expanded or modified as required, competency framework developers should ensure that the terminology and language are suitable for the target audience. The RCF uses simple language that is clear and conducive to translation, however every context is different, and it is critical to uptake that the competency framework is understood and acceptable to its audience. 12 Adapting the WHO Rehabilitation Competency Framework to a specific context PHASE 3. REVIEW Having a draft iteration of the competency framework reviewed by a broader pool of relevant stakeholders is fundamental to ensuring the content is fit for purpose. It also serves to raise awareness and to promote a sense of ownership by the target audience. STEP 10. COMPILE A LIST OF PEER REVIEWERS Use a structured template to compile a list of the peer reviewers (see Annex 2). Include variables of interest, such as profession, specialization, nationality, gender, etc. so that you can determine objectively whether the composition of the group is suitable and adequately captures the range of relevant stakeholders. STEP 11. DEVELOP WAYS TO GUIDE THE MODE AND TYPE OF FEEDBACK DESIRED It can be useful to guide peer reviewers towards the aspects of the competency framework for which feedback is sought. Competency framework developers may specifically seek feedback on the following criteria: • Readability: Does the structure, layout, and style of the competency framework make it easy to navigate the content? How easy is it for the reader to understand the content? Is there ambiguity around any statements? • Accuracy: Is the content correct, and does it reflect the consensus of the target audience? • Applicability: Will the competency framework serve its purpose effectively? Does it have the characteristics required for it to be useable for all its intended applications? • Acceptability: Will the competency framework be acceptable to all potential audiences, including across cultures and demographics groups? There is no one correct way to gather feedback, but consideration should be given to how it will be distributed, received and analysed. It may be appropriate to simply request that peer reviewers consider the key criteria in their feedback, but it can be more effective to send a feedback form or survey along with the draft competency framework. Consider gathering both quantitative feedback (e.g. through including Likert scales for ranking the feedback on the criteria) and qualitative feedback (e.g. through including free text fields, conducting interviews or holding focus groups). Annex 4 provides a template for a peer review feedback form. PHASE 4. FINALIZATION A competency framework can be finalized when the developers are satisfied that the objectives have been met, and that peer reviewer comments have been responded to adequately. STEP 12. RESPOND TO FEEDBACK Satisfying peer review feedback can be an iterative process that may involve a number of rounds as drafts progress. There may not always be full agreement on all statements, even after multiple rounds of feedback, and it can be beneficial, practically, to set a cap on the number of times the competency framework is distributed for peer review. This cap should be proportional to the state of consensus, i.e. if there is broad disagreement on the statements, it may take more rounds than if there is a general agreement. 5. The process of developing a competency framework modelled on the rehabilitation competency framework 13 PHASE 5. DISSEMINATION STEP 13. IMPLEMENT A STRATEGIC DISSEMINATION PLAN Without an effective dissemination strategy, the value and impact of the competency framework may not be fully realized. There are numerous ways of promoting the end product and ensuring it reaches its intended audience. These may include: • Holding a launch event, such as a webinar with key speakers • Publishing an academic article • Promoting on social media • Having the competency framework endorsed and promoted by relevant organizations and institutions • Publishing accompanying resources to support its application • Holding workshops, including through virtual platforms, to educate stakeholders on the framework and its applications • Removing financial barriers to access Once disseminated, endeavour to monitor the impact of the competency framework (see section III), and review and update at set intervals, such as every five years, as appropriate. 14 Adapting the WHO Rehabilitation Competency Framework to a specific context 15 ANNEX 1. TEMPLATE FOR A WORKPLAN There is no one correct way to structure a workplan; however the following proposed headings signpost key aspects that should be considered, or defined, prior to commencing development of a competency framework based on the RCF. These headings set out a detailed workplan that can be used as a reference throughout the development process, and which might also be shared with donors and/or core working group members for transparency. BACKGROUND • Describe the topic and scope of the competency framework • Describe the rationale for the development of the competency framework • Summarize any important historical, political or cultural factors pertinent to the development of the competency framework • Note any seminal resources, such as existing standards, guidelines or policies identified through the information gathering process • Highlight any significant stakeholder needs or preferences identified through the information gathering process OBJECTIVES Describe the intention behind the competency framework, i.e. what it is hoped to achieve. TARGET AUDIENCE Describe who the competency framework applies to. This could be a specific discipline, specialization, workers within a particular setting or at a particular stage of their career (e.g. graduates), or a combination of any of these. APPLICATIONS Define how the competency framework is intended to be used (see section II). KEY CHARACTERISTICS Describe the components that will be included in the competency framework, e.g. core values and beliefs, competencies, behaviours, activities, tasks, knowledge and skills, as required, based on the intended applications of the competency framework. STAKEHOLDERS List the stakeholder groups who will be engaged in the development of the competency framework (the specific individuals can be listed in the template provided in Annex 2). For example, representatives from specific professional associations, institutions, regulatory bodies, specialist groups, patient advocacy organizations, etc. 16 Adapting the WHO Rehabilitation Competency Framework to a specific context METHODOLOGY Provide a detailed description of how the competency framework will be developed, including how it will be informed by or adapted from the RCF. Consider using the phases and steps in section V as subheadings. MILESTONES AND TIME FRAME Define the key stages of the development process and the anticipated time frame for each; these may include: • Core working group identified • RCF content extraction complete • Draft 1 complete • Round 1 peer review • Round 2 peer review • Final draft complete • Production • Dissemination Consider using a Gantt chart to visualise the time allocated to achieving each milestone. BUDGET Define costs associated with competency framework development, such as personnel, production, workshops, printing, etc. Note whether resources are currently available, and/or what may still need to be obtained. DISSEMINATION STRATEGY Describe what strategies will be used to ensure that the competency framework, once completed, has the greatest possible reach and impact (see Phase 5 in section V). IMPACT MONITORING Describe methods for monitoring uptake and use of the competency framework once disseminated (see section III). REVISION Define the intervals at which the competency framework will undergo review and revision. This may be every 5 or 10 years, or more frequently depending on the field/context. 17 AN NE X 2. TE M PL AT E F OR R EC OR DI NG CO M PE TE NC Y F RA M EW OR K CO NT RI BU TO RS Th is te m pl at e c an b e u se d in th e p la nn in g p ha se to m on ito r c on tri bu to rs , d ef in e t he ir ro le s, an d en su re th e p ro ce ss is in clu siv e o f a ll r el ev an t s ta ke ho ld er s. Th e t em pl at e c an b e m od ifi ed as n ee de d, in clu di ng am en di ng th e r ol es , a dd in g r ow s, an d ad di ng co lu m ns fo r f ac to rs o f in te re st (n at io na lit y, pr of es sio n, ge nd er , e tc .). Pr oj ec t l ea d( s) Na m e Aff ili at io n Em ai l Ro le (e xa m pl es ) Pr oj ec t c oo rd in at io n Se cr et ar y/ sta ke ho ld er co m m un ica tio n Te ch ni ca l w rit er Co re w or ki ng g ro up Ro le (e xa m pl es ) • Pr ov id es ex pe rt op in io n on co m pe te nc y f ra m ew or k c on te nt , s tru ct ur e, la ng ua ge , a nd sc op e t o en su re th at it s i nt en de d ai m s a re ac hi ev ed • He lp id en tif y p ee r r ev ie we rs an d su pp or t t he co ns tru ct ive re sp on se s t o fe ed ba ck • Su pp or t d iss em in at io n of th e c om pe te nc y f ra m ew or k Na m e Aff ili at io n Em ai l Ar ea s o f s pe ci al iza tio n 18 Adapting the WHO Rehabilitation Competency Framework to a specific context Pe er re vi ew er s Na m e Aff ili at io n Em ai l Ar ea s o f s pe ci al iza tio n CH EC KL IS T: Ha ve th e f ol lo wi ng st ak eh ol de rs b ee n re pr es en te d in th e d ev el op m en t p ro ce ss ? ( No te th at n ot th at ev er y s ta ke ho ld er in clu de d in th e l ist w ill be re le va nt to al l s itu at io ns , n or w ill th e l ist b e e xh au sti ve .) C on sid er ad di tio na l s ta ke ho ld er s r el ev an t t o th e c on te xt of th e c om pe te nc y f ra m ew or k. Su bj ec t m at te r e xp er ts Ed uc at io na lis ts /a ca de m ic in sti tu tio ns Re gu la to ry b od ie s Pr of es sio na l a ss oc ia tio ns Us er -g ro up s, su ch as d isa bl ed p eo pl e’s or ga ni za tio ns , o r p at ie nt gr ou ps M in or ity gr ou ps In di ge no us re pr es en ta tiv es o r o th er au to no m ou s go ve rn in g p eo pl es w ho w ill be su bj ec t t o th e fra m ew or k S er vic e d ev el op er s o r m an ag er s 19 ANNEX 3. TEMPLATE FOR COMPETENCY FRAMEWORK STRUCTURE While there is no one correct way to structure a competency framework, the following outline offers a starting point that aligns with the RCF: FRONT MATTER The front matter of a competency framework may include the following sections: • Foreword or Preface • Acknowledgments • Glossary • Executive summary BACKGROUND The background section may include similar content to that of the workplan (see Annex 1). It can be useful to also include key questions, such as what it is; why it was developed; who and what it can be used for; and how it was developed. CORE VALUES AND BELIEFS The core values and beliefs can be extracted from the RCF and modified for the context (see section V). DOMAINS Competencies, behaviours, activities, tasks and knowledge and skills can be extracted from the RCF and modified for the context (see section V). This structure is based on a competency framework that defines only one level of proficiency but can be modified to include multiple levels (as with the RCF) if required. Rows can be added and deleted according to the number of statements included; the number of rows included in the template is arbitrary and does not suggest a recommended number of statements. DOMAIN X COMPETENCIES BEHAVIOURS C1. C1.1 C1.2 C1.3 C2. C2.1 C2.2 C2.3 C3. C3.1 C3.2 C3.3 20 Adapting the WHO Rehabilitation Competency Framework to a specific context ACTIVITIES TASKS A1. A1.1 A1.2 A1.3 A2. A2.1 A2.2 A2.3 A3. A3.1 A3.2 A3.3 KNOWLEDGE Core knowledge Activity-specific knowledge A1. A2. A3. SKILLS Core skills Activity-specific skills A1. Annex 3. Template for competency framework structure 21 A2. A3. Repeat for each domain of the competency framework. 22 ANNEX 4. TEMPLATE FOR A FEEDBACK FORM The following can be used as the basis for a feedback form or used to inform the content of a feedback survey. Competency framework developers should consider what additional criteria may be relevant for their context and modify the form accordingly. This form uses a Likert scale and free text fields to gather a combination of quantitative and qualitative feedback. INSTRUCTIONS: Please score the following criteria 1–5, where 1 indicates “strongly disagree” and 5 indicates “strongly agree”, by ticking the corresponding box, and adding an explanation of your responses and any additional feedback in the free text box. CRITERIA 1. READABILITY 1 2 3 4 5 The framework structure is logical and clear It is easy to find the information I am interested in The information is easy to understand The focus of each statement is clear Please provide any comments or suggestions regarding the readability of the competency framework CRITERIA 2. ACCURACY 1 2 3 4 5 The core values and beliefs are appropriate to the context of the framework The core values and beliefs are true for the workforce of interest The statements are comprehensive The behaviour and task statements are described at the appropriate level The activities and tasks cover the scope of work adequately Please provide any comments or suggestions regarding the readability of the competency framework Annex 4. Template for a feedback form 23 CRITERIA 3. APPLICABILITY 1 2 3 4 5 The behaviours are described at the appropriate level of specificity to be useful for the frameworks intended purpose The tasks are described at the appropriate level of specificity to be useful for the frameworks intended purpose The knowledge and skills are described at the appropriate level of specificity to be useful for the frameworks intended purpose The framework includes all the components needed to be fit for purpose Please provide any comments or suggestions regarding the readability of the competency framework CRITERIA 4. ACCEPTABILITY 1 2 3 4 5 The language used is inclusive of all population groups The terminology aligns with that used in practice by the workforce of interest The content aligns with existing frameworks, guidelines, and policies The development process has engaged all relevant stakeholder groups Please provide any comments or suggestions regarding the readability of the competency framework

基于特定情景调整 康复胜任力架构 胜任力架构开发者分步骤指南 现场测试版 邱卓英 郭键勋 王国祥 邱服冰 卢 雁 主译审 陈 迪 万 勤 王勇丽 萧敦武 黄兰婷 主 译 基于特定情景调整 康复胜任力架构 胜任力架构开发者分步骤指南 现场测试版 基于特定情景调整 康复胜任力架构 胜任力架构开发者分步骤指南 现场测试版 iii 基于特定情景调整康复胜任力架构:胜任力架构开发者分步骤指南（现场测试版）/ 邱卓英， 郭键勋，王国祥，邱服冰，卢 雁 主译审. 陈 迪，万 勤，王勇丽，萧敦武，黄兰婷 主译-香 港：香港复康会，2021.09 ISBN 978-988-16535-7-4 ©香港复康会/康复大学/潍坊医学院/中国康复研究中心 2021 保留部分版权。本著作根据创意公用授权-非商业-相同方式共享许可证3.0 IGOCreative Commons-Attribution- NonCommercial-ShareAlike 3.0 IGO License) (CC BY-NC-SA 3.0 IGO; https:// creativecommons.org/licenses/by-nc-sa/3.0/igo).由世界卫生组织授予中国康复研究中心/潍坊医学 院/中国ICF研究院/康复大学/世界卫生组织国际分类家族合作中心和香港复康会/世界卫生组 织康复协作中心（香港）中文版翻译版权。 根据本许可证的条款，可以为非商业目的复制、分发和修改本著作，前提是须适当说明来源。在 利用本著作的任何情况中，都不应该暗示世界卫生组织认可任何特定的组织、产品或服务。不 允许使用世界卫生组织的徽标。如果修改本著作，贵方著作就必须获得相同或相当的创意公用 许可证。如果对本著作进行翻译，就应该随同建议的引用说明添加以下免责声明:“本译文并非 源自世界卫生组织。世界卫生组织对译文的内容或准确性概不负责。英文原版Adapting the WHO Rehabilitation Competency Framework to a specific context: a stepwise guide for competency framework developers. Geneva: World Health Organization; 2020. Licence:CC BY-NC-SA 3.0 IGO.应作为具有约 束力的标准文本”。 对根据该许可证产生的相关争议进行任何调解，均应按照世界知识产权组织的调解规则进行。 建议使用的引文。基于特定情景调整康复胜任力架构：胜任力架构开发者分步骤指南（现场测 试版)/邱卓英，郭键勋，王国祥，邱服冰，卢雁 主译审. 陈迪，万勤，王勇丽，萧敦武，黄兰 婷 主译.-香港:香港复康会，2021.09. 本翻译遵循Licence:CC BY-NC-SA 3.0 iii 目录 致谢 v 中文版致谢 vii 出版者序 xi 翻译出版说明 xvii 1.概述 1 2.康复胜任力架构的潜在应用领域 2 3.制定基于特定情景的康复胜任力架构的良好实践 3 4.制定基于特定情景的康复胜任力架构应考虑的关键因素 4 5.基于康复胜任力架构开发适用于特定情景的胜任力架构的过程 5 附件1 工作计划模板 13 附件2 记录胜任力架构贡献者模板 16 附件3 胜任力架构结构模板 18 附件4 反馈意见表模板 22 viv Adapting the WHO Rehabilitation Competency Framework to a Specific Context viv Adapting the WHO Rehabilitation Competency Framework to a Specific Context 致谢 世界卫生组织（WHO）对为制定本资源文件作出努力并贡献专业知识的全体人员表示感谢。《基于特 定情景调整康复胜任力架构》是在世界卫生组织非传染性疾病司感觉功能、残疾和康复部主任Alarcos Cieza博士的督导下制定而成。世界卫生组织康复项目部Jody-Anne Mills负责协调和制定本指南。世界卫 生组织的以下工作人员也为制定该文件提供了宝贵意见，他们是：Siobhan Fitzpatrick、Pauline Kleinitz 和Elanie Marks。 以下国际康复专业协会在确定康复胜任力架构技术工作组成员方面发挥了作用，它们是：美国南佛罗 里达大学传播科学与障碍学系荣誉教授Harvey Abrams、意大利“Politecnicadelle Marche”大学实验与临 床医学系Maria Gabriella Ceravolo、加拿大作业治疗师协会标准委主任Alison Douglas、美国贝勒医学院/ 德克萨斯儿童医院物理医学与康复科副教授Rochelle Dy、英国国际传播科学与障碍学协会（IALP）主 席Pamela Enderby、英国Physiopedia创始人兼首席执行官Rachel Lowe、Joseph Montano，美国威尔康奈 尔医学院临床耳鼻喉科听力学教授Joseph Montano、印度全印医学科学研究所神经科学中心教授Ashima Nehra、美国Alliant国际大学加利福尼亚专业心理学院教授Rhoda Olkin、爱尔兰共和国世界物理治疗 师联盟代表Claire O'Reilly、新西兰作业治疗委员会专业顾问E.Mary Silcock。可以在线获取各位专家的 专业简介。 《康复胜任力架构》是在美国国际开发署（USAID）支持下完成的。 viivi viivi 中文版致谢 《基于特定情景调整康复胜任力架构:胜任力架构开发者分步骤指南》是世界卫生组织颁布的《康 复胜任力架构》文件的配套指南。该指南是健康和康复部门制定康复人力资源规划，指导康复教育机 构设立不同的康复教育项目与开发康复教育课程，指导康复监管部门制定康复工作者的职业标准和开 展职业认证与鉴定，以及指导康复服务机构建立评价康复工作者绩效的方法和工具。本指南是世界卫 生组织《康复胜任力架构》及其配套指南翻译项目，整个项目在邱卓英博士和郭键勋博士协调和指导 下，完成了中文版本翻译和审校工作。感谢下列专家对本文件翻译、审校和出版工作作出的贡献。 翻译项目协调人与主译审 Coordinators and Chief Translators 邱卓英 博士、教授、研究员 世界卫生组织国际分类家族合作中心联合主任、中国ICF研究院院长。世 界卫生组织《健康服务体系中的康复》指南制定专家小组成员、世界卫生组织《康复胜任力架构》及 相关指南翻译项目协调人和主译审。 Zhuoying Qiu PhD,Professor, Co-Chair of WHO Family International Classifications (FIC) Collaborating Center (CC)in China,Director of China Academy of ICF, Member of WHO Guideline Development Group, Coordinator and Chief Translator of Rehabilitation Competency Framework and related guides. 郭键勋 博士 (香港特别行政区) 香港复康联会副主席、康复国际全球社会委员会副主席、香港复康会 世界卫生组织复康协作中心联席主席、世界卫生组织《康复胜任力架构》及相关指南翻译项目协调人 和主译审之一。 Kin-fun Joseph KWOK PhD, Vice-Chair, Hong Kong Joint Council for People with Disabilities; Vice Chair, Rehabilitation International, Global Social Commission; Co-Chair, The Hong Kong Society for Rehabilitation, World Health Organization Collaborating Centre for Rehabilitation; Coordinator and Chief Translator of Rehabilitation Competency Framework and related guides. 王国祥 博士、教授 世界卫生组织国际分类家族中国合作中心专家，苏州大学体育学院院长、苏州大 学运动康复研究中心主任 Guoxiang Wang PhD, Professor, Member of WHO-FIC CC China, Dean of School of Physical Education and Director of Exercise Rehabilitation Research Center, Soochow University 邱服冰 硕士、副教授 世界卫生组织国际分类家族中国合作中心专家, 深圳大学体育部体育与健康科学 研究中心主任 Fubing Qiu M.A.,Associate Professor, Member of WHO-FIC CC China, Director of Center of Physical Education, Sport and Health Sciences, Department of Physical Education, Shenzhen University. 卢 雁 博士、教授 北京体育大学残疾人体育运动研究中心主任 Yan Lu PhD, Professor of China Research Center on the Sports of Persons with Disabilities, Beijing Sport University 陈 迪 博士 世界卫生组织国际分类家族合作中心专家，中国康复研究中心/中国康复科学所 Di Chen PhD, Member of WHO-FIC CC in China, Institute of Rehabilitation Information, China Rehabilitation Research Center/China Rehabilitation Research Institute 万 勤 博士、副教授 华东师范大学中国言语听觉康复科学与ICF应用研究院 Qin Wan PhD, Associate Professor, China Academy of Speech Hearing Rehabilitation Science and ICF Applied Research, East China Normal University ixviii 王勇丽 博士 华东师范大学中国言语听觉康复科学与ICF应用研究院 Yongli Wang PhD, China Academy of Speech Hearing Rehabilitation Science and ICF Applied Research, East China Normal University 萧敦武 硕士，中国康复研究中心，世界卫生组织国际分类家族合作中心专家 Dunwu Xiao M.A.,China Rehabilitation Research Center,Member of WHO-FIC CC in China 黄兰婷 硕士、助理研究员 华东师范大学中国言语听觉康复科学与ICF应用研究院 Lancy Huang M.A.,Associate Researcher, China Academy of Speech Hearing Rehabilitation Science and ICF Applied Research, East China Normal University 翻译专家委员会 Expert Advisory Committee on Translation 邱卓英 博士、教授、研究员 世界卫生组织国际分类家族合作中心联合主任、中国ICF研究院院长。世 界卫生组织《健康服务体系中的康复》指南制定专家小组成员、世界卫生组织《康复胜任力架构》及 相关指南翻译项目协调人和主译审。 Zhuoying Qiu PhD,Professor, Co-Chair of WHO Family International Classifications (FIC) CC in China,Director of China Academy of ICF, Member of WHO Guideline Development Group, Coordinator and Chief Translator of Rehabilitation Competency Framework and related guides. 郭键勋 博士 (香港特别行政区) 香港复康联会副主席、康复国际全球社会委员会副主席、香港复康会 世界卫生组织复康协作中心联席主席、世界卫生组织《康复胜任力架构》及相关指南翻译项目协调人 和主译审之一。 Kin-fun Joseph KWOK PhD, Vice-Chair, Hong Kong Joint Council for People with Disabilities; Vice Chair, Rehabilitation International, Global Social Commission; Co-Chair, The Hong Kong Society for Rehabilitation, World Health Organization Collaborating Centre for Rehabilitation; Coordinator and Chief Translator of Rehabilitation Competency Framework and related guides. 陈智轩 博士、教授 (香港特别行政区) 香港教育大学副校长(研究与发展) 、利定昌心理学讲座教授 Che-hin Chetwyn CHAN PhD, Vice-President (Research and Development), Peter T. C. Lee Professor of Psychology, The Education University of Hong Kong 吴世彩 博士、教授 中国康复研究中心主任 Shicai Wu PhD,Professor and Director of China Rehabilitation Research Center 王国祥 博士、教授 世界卫生组织国际分类家族中国合作中心专家，苏州大学体育学院院长、苏州大 学运动康复研究中心主任 Guoxiang Wang PhD, Professor, Member of WHO-FIC CC China, Dean of School of Physical Education and Director of Exercise Rehabilitation Research Center, Soochow University 邱服冰 硕士、副教授 世界卫生组织国际分类家族中国合作中心专家, 深圳大学体育部体育与健康科学 研究中心主任 Fubing Qiu M.A.,Associate Professor, Member of WHO-FIC CC China, Director of Center of Physical Education, Sport and Health Sciences, Department of Physical Education, Shenzhen University. 吕 军 博士、教授 复旦大学公共卫生学院/中国残疾问题研究中心主任 Jun Lv PhD,Professor, Director of China Research Center on Disability,School of Public Health, Fudan University 孙宏伟 博士 、教授 世界卫生组织国际分类家族合作中心专家，潍坊医学院中国ICF研究院执行院长 ixviii Hongwei Sun PhD,Professor Member of WHO-FIC CC China, and Director of China Academy of ICF, Weifang Medical University. 李欣章 教授 康复大学 Xinzhang Li Professor,University of Health and Rehabilitation Sciences 卢 雁 博士、教授 北京体育大学残疾人体育运动研究中心主任 Yan Lu PhD, Professor of China Research Center on the Sports of Persons with Disabilities, Beijing Sport University 陈 迪 博士 世界卫生组织国际分类家族合作中心专家，中国康复研究中心/中国康复科学所 Di Chen PhD, Member of WHO-FIC CC in China, Institute of Rehabilitation Information, China Rehabilitation Research Center/China Rehabilitation Research Institute 井 淇 博士、副教授 世界卫生组织国际分类家族中国合作中心专家，潍坊医学院中国ICF研究院/管 理学院 Qi Jing PhD,Associate Professor,Member of WHO-FIC CC in China, China Academy of ICF, School of Management, Weifang Medical University 姚梅林 博士、教授 北京师范大学心理学部，中国心理学会教育心理学专业委员会副主任 Meilin Yao, PhD, Professor of Faculty of Psychology of Beijing Normal University. Associate Director of Educational Psychology Division, Chinese Psychological Society 许光旭 教授、主任医师 南京医科大学康复医学院院长，江苏省人民医院老年康复医学科主任 Guangxu Xu M.D, Professor and Chief Physician,Dean of school of Rehabilitation Medicine, Nanjing Medical University,Director of Department of Geriatric Rehabilitation Medicine of Jiangsu Province’s Hospital. 季林红 博士 教授，清华大学机械工程系智能与生物机械研究室主任 Linhong Ji PhD, Professor,Lab. Head of Intelligent & Biomimetic Machinery, Department of Mechanical Engineering,Tsinghua university. 周惠仪 (澳门特别行政区) 澳门扶康会总干事 Wai-I Jennifer CHAU, Director, Fuhong Society of Macau 何婉玲 (香港特别行政区) 香港复康会执行委员会委员、持续照顾委员会副主席 Yuen-ling Josephine HO, Executive Committee member, Hong Kong Society for Rehabilitation; Vice-Chairperson, Long Term Care Committee 许卢万珍 博士 (香港特别行政区) 原香港理工大学讲师、社会工作实习导师、扶康会董事、香港复康 联盟执行委员会委员 Man-chun Jenny HUI LO PhD, Lecturer, The Hong Kong Polytechnic University (before retirement); Social Work Fieldwork Supervisor; Council member, Fu Hong Society; Executive committee member, Rehabilitation Alliance Hong Kong 梁佩如 博士 (香港特别行政区) 香港复康会总裁 Pui-yu Pamela LEUNG PhD, Chief Executive Officer, The Hong Kong Society for Rehabilitation 梁惠玲 (香港特别行政区) 协康会行政总裁 Wai-ling Rachel LEUNG Chief Executive Officer, Heep Hong Society xix 李凤仪 (香港特别行政区) 香港复康联会秘书长、香港社会服务联会复康总主任 Fung-yee Teresa LI General Secretary, The Hong Kong Joint Council for People with Disabilities; Chief Officer (Rehabilitation Service), The Hong Kong Council of Social Service 陆慧妍 (香港特别行政区) 注册社工、管理顾问及培训师、原扶康会总干事 Wai-yin Becky LUK Registered Social Worker; Management Consultant and trainer; Ex-Chief Executive Officer of Fu Hong Society 伍杏修 (香港特别行政区) 粤港澳大湾区香港社会服务专业联盟 秘书长 Hang-sau NG Secretary General, Hong Kong Social Service Professional Alliance of the GuangDong-Hong Kong- Macau Greater Bay Area (GBSSPA) 施达明 (澳门特别行政区) 澳门大学教育学院副教授 Tat-ming SZE Associate Professor of Faculty of Education, University of Macau 吴弦光 教授 《中国康复理论与实践杂志》主编 Xianguang Wu Professor ,Editor-in-chief of Chinese Journal of Theory and Practice of Rehabilitation 周谋望 教授 北京大学第三医院康复医学科主任医师 Mouwang Zhou Professor ,Chairman of Department of Rehabilitation Medicine,Peking University Third Hospital 郑洁皎 教授 华东医院康复医学科主任、主任医师 Jiejiao Zheng Professor, Chief Physician and Director of Department of Rehabilitation Medicine, Huadong Hospital 李 伦 世界卫生组织国际分类家族合作中心特邀专家 Lun Li Invited expert of WHO-FIC CC China 许家成 教授 北京联合大学、重庆师范大学特聘教授 Jiacheng Xu , Professor of Beijing Union University and distinguished professor of Chongqing Normal University. 谢欲晓 硕士、教授 中日友好医院康复医学科主任医师 Yuxiao Xie MD, Chief Physician and Professor of Department of Rehabilitation Medicine, China- Japan Friendship Hospital 张鸣生 博士、教授 广东省人民医院康复医学科主任医师 Mingsheng Zhang PhD,Professor of Chief Physician and Department of Rehabilitation Medicine, Guangdong Provincial People's Hospital 石秀娥 陕西省康复中心医院主任医师、医院院长 XiuE Shi Chief Physician and President of Shanxi Rehabilitation Center Hospital 赵红梅 教授、主任医师 国家呼吸医学中心、中日友好医院呼吸与危重症医学科副主任 Hongmei Zhao Professor,Chief Physician and Vice Director of Department of Pulmonary and Critical Care Medicine, Center of Respiratory Medicine, China-Japan Friendship Hospital,National Center for Respiratory Medicine 王 松 博士、教授 武汉体育学院研究生院院长 xix Song Wang PhD, Professor and Director of Graduate School ,College of Health Science, Wuhan Sports University, Wuhan, Hubei, China 叶祥明 教授、主任医师 杭州医学院康复学院副院长、浙江省康复中心主任 Xiangming Ye Professor, Chief Physician Vice President, Rehabilitation College of Hangzhou Medical College. Director of Zhejiang Provincial Rehabilitation Center 蒋长好 博士、教授 首都体育学院脑成像实验室主任 Changhao Jiang PhD, Professor and Director of Brain Imaging Laboratory, Capital University of Physical Education and Sports 郭凤宜 博士、教授 美国印第安那大学医学院康复学术研究与教育 Fengyi Kuo PhD,Professor Rehabilitation Research & Education, School of Medicine, Indiana University, USA 刘巧云 博士、教授 华东师范大学教育学部教育康复学系主任 Qiaoyuan Liu PhD,Professor ,Director of Department of Education & Rehabilitation, Faculty of Education, East China Normal University 杨 剑 博士、教授 世界卫生组织国际分类家族合作中心专家，华东师范大学体育与健康学院/青少年 健康评价与运动干预教育部重点实验室 Jian Yang PhD,Professor Member of WHO-FIC CC China, Professor of School of Sport and Health, Key Laboratory of Health Evaluation and Sport Intervention of Ministry of Education, East China Normal University 许 涛 博士、副教授 华中科技大学同济医学院附属同济医院康复医学科主任医师 Tao Xu PhD,Associate Professor and Chief Physician of Department of Rehabilitation Medicine,Tongji Hospital,Tongji Medical College, Huazhong University of Science and Technology 丛 芳 博士 教授 主任医师 中国康复研究中心北京博爱医院理疗科主任 Fang Cong M.D, Professor and Chief Physician, Director of Department of Modality Therapy. Beijing Bo'ai Hospital, China Rehabilitation Research Center. 周尚成 博士、教授 世界卫生组织国际分类家族合作中心专家，广州中医药大学经济与管理学院院长 Shangcheng Zhou M.D, Member of WHO-FIC CC China, Dean and Professor of School of Economics and Management, Guangzhou University of Chinese Medicine. 侯晓晖 博士、教授 广州体育学院运动与健康学院运动医学康复中心主任、残疾人运动与健康国际协 同创新中心负责人 Xiaohui Hou PhD, Prof. of School of Exercise and Health, Director of Sports medicine and rehabilitation center, Director of International Collaboration & Innovation Center for People with Disability, Guangzhou Sports University 郝传萍 副教授 北京联合大学特殊教育学院 Chuanping Hao Associate Professor of Special Education College of Beijing Union University 杜 青 博士、主任医师 上海交通大学医学院附属新华医院康复医学科主任 Qing Du M.D, Chief Physician and Director of Department of Rehabilitation Medicine, Xinhua Hospital affiliated to School of Medicine, Shanghai Jiaotong University 李沁燚 硕士 世界卫生组织国际分类家族合作中心专家 xiiixii Qinyi Li M.A.,Member of WHO-FIC CC China 王 梅 博士、副教授 武汉体育学院健康科学学院运动康复教研室 Mei Wang PhD Associate Professor of Wuhan Sports University,Sports Rehabilitation Teaching and Research Section, School of Health Sciences 邹 敏 博士、副教授 潍坊医学院心理学院，中国ICF研究院秘书长 Min Zou PhD, Secretary of China Academy of ICF, Associate Professor of School of Psychology, Weifang Medical University 肖晓飞 博士、副教授，滨州医学院康复医学院 Xiaofei Xiao PhD Associate Professor,School of Rehabilitation Medicine, Binzhou Medical University 王忠彦 博士 康复大学规划部/滨州医学院 Zhongyan Wang PhD,Department of Planning ,University of Health and Rehabilitation Sciences/Binzhou Medical University 萧敦武 硕士，中国康复研究中心/世界卫生组织国际分类家族合作中心专家 Dunwu Xiao M.A.,China Rehabilitation Research Center,Member of WHO-FIC CC in China 黄昭鸣 博士、教授， 华东师范大学中国言语听觉康复科学与ICF应用研究院 Zhaoming Huang PhD, Professor, China Academy of Speech Hearing Rehabilitation Science and ICF Applied Research, East China Normal University 万 勤 博士、副教授， 华东师范大学中国言语听觉康复科学与ICF应用研究院 Qin Wan PhD, Associate Professor, China Academy of Speech Hearing Rehabilitation Science and ICF Applied Research, East China Normal University 王勇丽 博士 华东师范大学中国言语听觉康复科学与ICF应用研究院 Yongli Wang PhD, China Academy of Speech Hearing Rehabilitation Science and ICF Applied Research, East China Normal University 吴 亮 硕士，康复医学副主任医师, 陕西省康复医院儿童康复中心副主任 Liang Wu Master,Deputy Chief Physician, Deputy director of children's Rehabilitation Center of Shanxi Rehabilitation Hospital 曾 斌 硕士，广东省人民医院康复科 主治医师 Bin Zeng Master,Attending Doctor of Department of Rehabilitation,Guangdong Provincial People's Hospital/ Guangdong Academy of Medical Sciences 编审委员会 Editorial Board 邱卓英 博士、教授、研究员 世界卫生组织国际分类家族合作中心联合主任、中国ICF研究院院长。 世界卫生组织康复指南《健康服务体系中的康复》制定专家小组成员、世界卫生组织《康复胜任力架 构》及相关指南翻译项目协调人和主译审。 郭键勋(香港特别行政区)博士香港复康联会副主席、康复国际全球社会委员会副主席、香港复康会世 界卫生组织复康协作中心联席主席、世界卫生组织《康复胜任力架构》及相关指南翻译项目协调人和 主译审之一。 xiiixii 孙宏伟 博士 、教授 世界卫生组织国际分类家族合作中心专家，潍坊医学院中国ICF研究院执行院长。 邱服冰 硕士、副教授 深圳大学体育部体育与健康科学研究中心主任。 陈 迪 博士 世界卫生组织国际分类家族合作中心专家，中国康复研究中心/中国康复科学所，编审与 排版制作 井 淇 博士、副教授 世界卫生组织国际分类家族合作中心专家，潍坊医学院中国ICF研究院/管理学 院 翻译与审校 刘淑燕 香港复康会国际及中国部高级经理 王少璞 硕士，助理研究员，世界卫生组织国际分类家族合作中心，中国ICF研究院 李安巧 硕士，助理研究员，世界卫生组织国际分类家族合作中心，中国ICF研究院 付雨萌 硕士，中国康复研究中心/中国康复科学所 朱 婷 助理研究员，世界卫生组织国际分类家族合作中心，中国ICF研究院 黄兰婷 硕士，助理研究员，华东师范大学中国言语听觉康复科学与ICF应用研究院 段明雪 潍坊医学院公共卫生学院 吴 芳 潍坊医学院公共卫生学院 韩 霄 硕士，北京市海淀区盎辰适应体育培训中心 排版制作 陈 迪 博士，世界卫生组织国际分类家族合作中心专家，中国康复研究中心/中国康复科学所助理研 究员，审校与排版制作 王少璞 硕士，助理研究员，世界卫生组织国际分类家族合作中心，中国ICF研究院，审校与排版制作 李安巧 硕士，助理研究员，世界卫生组织国际分类家族合作中心，中国ICF研究院，审校与排版制作 付雨萌 硕士，中国康复研究中心/中国康复科学所，审校与排版制作 xvxiv 致谢机构 感谢世界卫生组织总部授权中文翻译版权并提供了版权和技术等方面的协助。视、听、康复和残疾项 目协调员、指南编写总协调员Alarcos Cieza 博士、康复项目(Rehabilitation programme)Elanie Marks女士 和 世界卫生组织出版社Catalina Gradin技术助理为《康复胜任力架构》中文版本翻译出版提供了版权 和技术协助。 世界卫生组织国际分类家族合作中心 WHO Family International Classifications Collaborating Center in China 香港复康会/世界卫生组织复康协作中心 The Hong Kong Society for Rehabilitation/World Health Organization CC for Rehabilitation 中国ICF研究院/潍坊医学院 China Academy of ICF/Weifang Medical University 康复大学 University of Health and Rehabilitation Sciences 苏州大学体育学院/运动康复研究中心 School of Physical Education/ Exercise Rehabilitation Research Center, Soochow University 北京体育大学中国残疾人体育运动研究中心 China Research Center on the Sports of Persons with Disabilities,Beijing Sport University 中国康复研究中心/中国康复科学所 China Rehabilitation Research Center/China Rehabilitation Science Institute 华东师范大学中国言语听觉康复科学与ICF应用研究院 China Academy of Speech Hearing Rehabilitation Science and ICF Applied Research,East China Normal University 复旦大学公共卫生学院中国残疾问题研究中心 China Research Center on Disability,School of Public Health, Fudan University 深圳大学体育部体育与健康科学研究中心 Center of Physical Education, Sport and Health Sciences, Department of Physical Education, Shenzhen University xvxiv 《基于特定情景调整康复胜任力架构：胜任力架构开 发者分步骤指南》出版者序 《基于特定情景调整康复胜任力架构：胜任力架构开发者分步骤指南》是世界卫生组织颁布的《康复 胜任力架构》文件的配套指南，它建立了调整《康复胜任力架构》适用于特定情景的方法论，特定情 景包括具体的职业、专业或者工作场景。将《康复胜任力架构》应用于具体的康复情景中，需要根据 情景对相关的内容进行调整，以适用于不同的情景。经过这种内容的调整，就可以将针对特定情景的 架构应用于支持教育和训练、监管以及康复人员的绩效评估。 《康复胜任力架构》提供了一种组织架构和语言用于开发一种康复胜任力架构，这种架构没有针对特 定专业领域和具体的应用。然而，为了能让胜任力架构应用于不同的情景，每种胜任力架构必须反映 应用领域具体的价值观与信念，目标人群的专业实践范围、以及专业应用所要求的水平。该指南是在 对行业良好实践和注意事项进行系统分析基础上形成的，最终将调整胜任力结构与内容以适用于具体 的情景的系统方法，按照5个阶段和13个步骤进行了详细说明，并且提供了针对具体情景开发康复胜任 力架构的模板。该指南是实施世界卫生组织《康复胜任力架构》的重要工具。 本书得以翻译完成，首先要衷心感谢翻译项目协调人与主译审，分别为邱卓英博士、郭键勋博士、王 国祥博士、邱服冰教授、卢雁博士，以及主译，分别为：陈迪博士、万勤博士、王勇丽博士、萧敦武 硕士以及黄兰婷硕士。邱卓英博士是世界卫生组织国际分类家族合作中心主任、世界卫生组织《基于 特定情景调整康复胜任力架构：胜任力架构开发者分步骤指南》翻译项目协调人，全程领导及督导并 审校翻译工作。康复国际执行委员会委员、社会委员会副主席及香港复康会世界卫生组织复康协作中 心联席主席郭键勋博士积极推动及指导翻译工作。王国祥博士、邱服冰教授和卢雁博士指导完成了本 书的译审工作，陈迪博士、万勤博士、王勇丽博士、萧敦武硕士、黄兰婷硕士参与完成了本书的翻译 审校等相关工作。 此外，亦特别感谢世界卫生组织总部视、听、康复、残疾项目协调员Alarcos Cieza博士、康复项目技术 主任Elanie Marks女士提供了版权和翻译技术协助。 最后，我们还要感谢鼎力支持是次翻译出版的单位，包括世界卫生组织国际分类家族合作中心、中国 ICF研究院/潍坊医学院、香港复康会/世界卫生组织复康协作中心、中国康复研究中心、康复大学、华 东师范大学、苏州大学、北京体育大学、深圳大学、中国心理学会康复心理学专业委员会和中国残疾 人康复协会残疾分类研究专业委员会等。感谢香港复康会和澳门扶康会资助出版康复胜任力架构及两 个配套指南。 《基于特定情景调整康复胜任力架构：胜任力架构开发者分步骤指南》作为应用《康复胜任力架构》 的工具，为康复政策的制定者、相关的研究人员、康复教育工作者以及康复服务机构建构了标准化的 方法和工具，期望这种结构化方法的系统应用将推动康复教育、认证与鉴定发展以及绩效评估等工作 的发展，开发高素质康复人力资源，进而进一步提升康复服务的覆盖率和康复服务质量。 方津生医生 SBS, JP 香港复康会会长 xviixvi xviixvi 《基于特定情景调整康复胜任力架构：胜任力架构开 发者分步骤指南》翻译出版说明 康复是针对身体功能和结构、活动和参与、环境因素和个人因素采取的一系列措施。这些措施有助于 个体在与环境相互作用过程中获得及维持最佳功能状态。现代康复服务是健康服务的重要组成部分， 是实现联合国2030年可持续发展目标中全民健康覆盖目标的关键。 根据世界卫生组织健康服务体系的构成要素理论，康复人力资源是现代康复服务体系的重要领域，直接 关乎康复服务的覆盖率和服务质量。随着健康体系在实现全民健康覆盖领域的发展进程，以及慢性非 传染性疾病流行率提升、人口老龄化程度加深，人们的康复需求进一步增强，打造一支综合水平高、 服务能力强的康复人才队伍显得尤为重要。 为了推动康复事业发展，提升康复人力资源的规模和质量，世界卫生组织颁布了第一部《康复胜任力 架构》文件。该理论架构是世界卫生组织根据全民健康覆盖（UHC）的全球胜任力架构（2020）有关 卫生与健康人力胜任力的战略方法，根据康复科学与康复服务的情景要求，建立的适用于康复情景的 特殊胜任力架构。 《康复胜任力架构》是有关康复情景下健康人力资源的胜任模型，该模型由实践、专业精神、教育和 发展、管理和领导力以及研究五大领域构成，在各领域中，包含四个方面的胜任特力，它们是：1）核 心价值观和信念、2）胜任力以及表现这些胜任力的行为、3）活动以及它们所包含的任务、以及4）知 识和技能。该康复胜任力架构采用了标准化、一致化的结构和术语，便于应用于康复各领域。 康复胜任力架构确认了康复工作者在康复情景下完成的不同类型的活动，以及有效地完成这些活动的核 心胜任力，这些胜任力对于康复相关服务部门、学术机构、教育工作者、职业认证机构和监管机构而 言意义非凡。该理论架构不仅可以用于指导康复教育机构设立不同的康复专业及开发康复教育课程、 指导康复监管部门建立康复工作者的职业标准和职业认证与鉴定标准制定，还是指导康复服务机构建 立评价康复工作者绩效的方法和工具。 为了更好实施和应用《康复胜任力架构》，2021年，世界卫生组织颁布了《基于特定情景调整康复胜任 力架构：胜任力架构开发者分步骤指南》，该指南是对《康复胜任力架构》文件的补充，并且提出了调 整《康复胜任力架构》适用于特定情景的方法论，特定情景包括具体的职业、专业或者工作场景。将 《康复胜任力架构》中的相关内容根据情景作出修改，以适用于不同的情景。经过这种内容的调整， 就可以将针对特定情景的架构应用于支持教育和训练、监管以及康复人员的绩效评估。 《康复胜任力架构》提供了一种组织架构和语言用于开发一种康复胜任力架构，这种架构没有针对特 定专业领域和具体的应用。然而，为了能让胜任力架构应用于不同的情景，每种胜任力架构必须反映 应用领域具体的价值观与信念，目标人群的专业实践范围、以及专业应用所要求的水平。该指南是在 对行业良好实践和注意事项进行系统分析基础上形成的，最终将调整胜任力结构与内容以适用于具体 的情景的系统方法，按照5个阶段和13个步骤进行了详细说明，并且提供了针对具体情况开发康复胜任 力架构的模板。该指南是实施世界卫生组织《康复胜任力架构》的重要工具。 世界卫生组织将《基于特定情景调整康复胜任力架构：胜任力架构开发者分步骤指南》指南的翻译版 权授予世界卫生组织国际分类家族合作中心/中国ICF研究院/中国康复研究中心和香港复康会/世界卫生 组织康复协作中心（香港特別行政区），本书由邱卓英博士、郭键勋博士（香港特別行政区）、王国 祥博士、邱服冰教授、卢雁博士作为主译审，陈迪博士、万勤博士、王勇丽博士、萧敦武硕士、黄兰 婷硕士作为主译，完成本文件以及配套指南的翻译审校工作，在翻译过程中得到了相关专家支持与指 导，参与本康复胜任力架构文件翻译项目的主要机构包括：世界卫生组织国际分类家族合作中心、中 国ICF研究院/潍坊医学院、香港复康会/世界卫生组织复康协作中心、中国康复研究中心、康复大学、 华东师范大学、苏州大学、北京体育大学、深圳大学、中国心理学会康复心理学专业委员会和中国残 疾人康复协会残疾分类研究专业委员会。 1xviii 本文件及其配套指南是世界卫生组织发布的有关康复人力资源领域的重要文件，为了保障翻译工作的 质量，我们建立了由著名专家领衔的指南翻译审校专家委员会和指南翻译编译审校委员会，组织来自 相关大学和研究机构以及香港特別行政区、澳门特別行政区从事康复、高等教育、公共卫生、卫生政 策与管理等领域的著名专家共同参与指南的翻译审校工作。 本文件及其配套指南适用于康复政策制定者、大学和研究机构的研究人员、康复教育机构、康复服务 提供专业机构、非政府组织和残疾人服务机构等，也可作为相关专业人员参考工具书。感谢香港复康 会和澳门扶康会资助出版康复胜任力架构及两个配套指南。 本指南是世界卫生组织《康复胜任力架构》及其配套指南的重要文件，读者可以从世界卫生组织网站 下载指南的中文版本。 邱卓英 博士 郭键勋 博士 世界卫生组织 香港复康联会副主席 国际分类家族合作中心联合主任 康复国际全球社会委员会副主席 中国康复研究中心/中国康复科学所 香港复康会世界卫生组织复康 中国ICF研究院/潍坊医学院 协作中心联席主席 康复大学 1xviii 1. 概述 本指南是《康复胜任力架构》的补充，它提出了一种《基于特定情景调整康复胜任力架构》的方法， 特定情景包括如特定职业、专业或场景。调整康复胜任力架构包括提取胜任力架构的相关内容，并根 据情景和预期的应用进行定制。完成这种调整即可以运用基于特定情景的胜任力架构，例如用于支持 教育和培训、监管或绩效评估（见第二部分）。 《康复胜任力架构》为开发基于特定情景的康复胜任力提供一个体系化结构和语言，所以无论其目标 受众或何种应用场景等均可使用。然而，为了达到效果，各类胜任力架构都应该反映现实的价值观和 信仰与信念，目标受众的实践范围，以及其潜在应用所需的特异性。 在开发胜任力架构时并不存在完全一致的方法，但为了取得理想的成果，采用了已有的良好实践、并 将系统内容开发过程作为考量的核心要素。本文件通过提供良好实践的案例和需要考虑的关键要素， 指导胜任力架构开发者通过分阶段和步骤来基于特定情景调整康复胜任力架构。支持开发过程的相关 模板见附件。 图1 从《康复胜任力架构》到实施基于特定情景胜任力架构的过程 情景相关的特定胜 任力架构 人力资源规划 工作绩效评估 应用 调整方法 指南 该指南提供了一种基 于特定情景调整康复 胜任力架构的系统 化过程 基于胜任力的 教育 监管和认证 基于特定情景调整 课程指南 康复胜任力 架构 32 2. 胜任力架构潜在的应用领域 胜任力架构可以用以实现诸多目的。从历史上看，其出现有两个主要目的：支持能力的发展（通常主要 涉及教育部门），以及帮助确定绩效标准（通常主要涉及劳动部门）。目前，许多胜任力架构旨在同 时实现两个目的，但每一种应用都有具体的特征。表1总结了胜任力架构的一些常见应用，这些应用涉 及到实现单一目标或两个目标，以及与其对应应用架构的要求。 表1 《康复胜任力架构》应用以及相关特征的实例 应用领域 胜任力架构的关键特征 通过诸如指导课程开发等 支持康复教育和培训 • 注重学习者应发展的胜任力和行为，但也考虑到他们可能需要执行的活动和任 务的表现 • 典型表现在教育和培训或职业发展的不同阶段应达到不同的胜任力水平或阶段 目标 • 界定支撑胜任力和行为的知识和技能 • 具有前瞻性，或对绩效的高期望 支持康复领域的专业监 管、认证或许可 • 着重于康复工作者应能胜任的活动和任务，但也考虑到使康复工作者能有效执 行的胜任力和行为 • 通常定义一种单一的熟练标准衡量是否胜任 • 明确现有或理想绩效如何 支持康复工作者的绩效 评估 • 包括胜任力和活动，有明确的绩效指标（比如如何在特定的现实场景中展示这 些胜任力） • 涉及不同的熟练程度，以反映某个人的工作表处于何种熟练程度水平，或定义 某种熟练程度，可以据此确定一个人是否合格 • 通常包括与展示胜任力和活动的情景相关的绩效指标 • 明确现有或理想绩效如何 在制定以《康复胜任力架构》为模型的特定情景胜任力架构时，重要的是要审慎思考如何运用该架构， 以及它需要何种条件来达到其目的。若无此种考虑，胜任力架构一方面会因无法明确关键且难以理解 的能力（如胜任力）而被质疑简化主义，另一方面因难以充分定义康复工作者期望状态的观察性和可 测量性（如活动）而被质疑为是无效的。《康复胜任力架构》既包括胜任力也包括活动，可以根据其 针对的受众和目标，将两者分别或同时应用于特定情景。 32 3. 制定基于特定情景的康复胜任力架构的良好实践 以下实践做法有助于确保胜任力架构的可接受性、可应用性，并按计划采纳。 采用包容性的方法 与胜任力架构相关的来自不同部门、机构和人口群体的利益攸关方参与其开发过程。例如，参与可以 是在工作组或协商过程中的代表形式，并且架构应相应比例涵盖每个利益攸关方/群体。虽然从广泛的 来源筹集投入需要时间，可能还需要额外的资源，但这对于创建高质量架构、推动应用和最终接受最 终成果至关重要。 从开始就规划架构实施 包容性方法是支持胜任力架构实施的一种方式；但也应考虑其他机制，包括下列方法： • 获取：将胜任力架构以易于获取的格式发布在平台上。有些格式和版面对有视觉或认知障碍的读者 来说是一种挑战，因此有必要提供多种格式/版面。还需要考虑架构的哪些语言翻译可以传播给所 有潜在用户。 • 背书：对胜任力架构背书会影响人们对它的看法和的权威性。包括考虑谁应该为胜任力架构背书（ 例如，它将持有何种标志），以及该背书对开发过程带来的启示。 • 推广：让人们了解胜任力架构以及它对他们的意义是非常重要的。发布会、社交媒体、学术期刊和 专业报刊是推广和传播平台例子。 影响追踪 虽然这可能是一个挑战，但仍需要尝试追踪胜任力架构的影响。确定成功的指标（如领会或遵守）， 需要哪些数据来衡量，以及收集数据的可行性如何。下载量、采用该胜任力架构的机构数、服务机构 或专业机构的数量等量化数据，可以提供一些关于采纳的粗略信息，审查追踪遵守情况。后者尤其需 要在胜任力架构设计中仔细考虑可评估性，如纳入绩效指标以及如何报告这些指标。定性反馈也可以 为胜任力的设计和未来升级更新的质量改进提供丰富信息。 54 4. 制定针对特定情景的康复胜任力架构应考虑的关 键性因素 胜任力架构所针对的对象以及如何使用它，对架构的设计和内容会有重大影响，特别会影响到： 内容的深度或具体程度 内容越具体，其通用性就越差，可能需要更频繁地更新。然而，胜任力架构的某些应用需要一定深度 的内容细节，如果没有内容细节，就缺乏可用性。 内容范围 目标受众的专业性和广泛性，以及他们所扮演的角色，将影响到哪些领域，以及这些领域中的哪些活 动和任务被纳入胜任力架构。 特定情景下的价值观、信念和术语 康复胜任力架构定义了核心价值观与信念，并努力使用可被广泛采用的术语。然而，应根据特定情景中 的重要性和意义来调整或补充这些价值观和信念。同样，如果术语不能反映目标受众所使用的术语， 也可能需要修改。 胜任力架构的定位 胜任力架构既可以描述当前公认的实践，也可以具有前瞻性，描述他们所期望的实践。例如，哪种方 式合适取决于胜任力架构的预期应用；对于支持绩效评估的架构而言，当前被接受的实践可能是必要 的，而期望的架构在应用于支持制定课程或法规或许可标准时可能是有用的。 54 5. 基于康复胜任力架构开发适用于特定情景的胜任 力架构的过程 下图2说明了基于特定情景调整康复胜任力架构的过程，它分为五个阶段，每个阶段都有一些实际步 骤。 图2 基于《康复胜任力架构》开发适用于特定情景的胜任力架构的阶段 第一阶段：规划 投资于强有力的规划有助于确保高效和有效的开发过程，并最终影响最终成果的质量。以下步骤可以 帮助促进规划过程。 第1步：收集信息 在开始制定基于《康复胜任力架构》模型的胜任力架构之前，值得通过需求评估来收集信息，这将为 应考虑的关键性因素提供信息，例如上文第四部分所描述。信息收集可能涉及掌握关键信息的人员访 谈、书面材料审查或两者兼而有之。特别是应该寻求以下方面的信息。 规划 第1步：收集信息 第2步：准备工作计划 第3步：确认资源有 效性 第4步：建立核心工作 组并指定明确的领导 或协调角色 第5步：确定反映情景的 核心价值观与信念 第6步；从康复胜任力架 构中提取相关胜任力、行 为、活动和任务 第7步：将内容扩展到所 需的特定水平 第8步：提取相关知识和 技能，并根据需要进行 扩展 第9步：根据特定情景修 改术语和语言 第10步：编制同行 评审员的名单 第11步：制定方法 指导所需的反馈方 式和类型 第12步：响应反 馈意见 第13步：实施战略性 传播计划 起草 审查 定稿 传播 阶段 阶段 阶段 阶段 阶段 1 2 3 4 5 6 基于特定情景调整康复胜任力架构 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 7 • 现有相关胜任力架构和标准：它们是否存在？它们是否需要被取代，或者仅仅是更新？它们的优势 和劣势是什么？ • 相关的立法、政策、法规和指南：重要的是，胜任力架构要与重要的政策法规保持一致，这也有助 于拟定胜任力架构的内容。 • 人口的健康和人口状况：这些信息揭示了工作者队伍面临的需求，并应具备解决这些需求的能力。 以人口需求为中心形成的胜任力架构是发展一支对社会负责的康复工作者队伍的核心。 • 社会文化-政治背景：要让胜任力架构被接受和采纳，它们必须与应用的社会情景相关。 • 关键利益攸关方的需求和偏好：这一信息对于确保胜任力架构与该领域内的利益攸关方相关并被其 采纳至关重要。 第2步：准备工作计划 工作计划可以以各种方式提出，但一般应包括项目的目标、实现目标的时间表和任务、任务分配的细节 （例如，谁在做什么）、时间轴和预算。在工作计划中尽可能多地明确胜任力架构的特征非常有用。这 些特征包括需要在架构中着重考虑的诸如受众、范围、应用、定位和各种文化因素等。在整个开发计 划中，可以重新回溯工作计划，并根据需要进行调整。附件1中提供了一个工作计划模板。 第3步：确认资源的有效性 一旦工作计划得到确认，值得确认的是，在规定的时间内完成项目所需的人力和财政资源是否可用。咨 询费、工作小组会议以及制作和传播已完成的架构均会产生费用。如果胜任力架构要放置在一个数字 平台上，要确保考虑到嵌入导航和内容提取所需功能的相关费用，以及网站的持续管理和维护费用。 第4步：建立核心工作组并指定明确的领导或协调角色 制定一个包括一系列个人观点和意见的能力框架是有益的，因此建立一个核心工作组是一种有益的方 法，可以依靠该工作组来支持框架的制定。工作组的组成和他们的承诺将决定开发过程，并对最终产 品产生很大影响；因此，应仔细考虑谁被包括在内。这可能取决于一系列的因素，但可以考虑以下利 益攸关方的代表。 • 学科领域专家 • 教育工作者/学术机构 • 监管机构 • 专业团体 • 用户团体,如残疾人组织或患者团体 • 少数民族群体 • 原住民代表或其他将受该架构约束的自治民族 • 服务开发者或管理者 当邀请成员参加核心工作组时，考虑共享工作计划或概念说明，以及列出小组任务的参考文件、参与 模式（例如虚拟会议、面对面的工作坊、电子邮件通信等）、时间承诺、以及他们的贡献是否/如何获 得报酬和认可。编制核心工作组成员以及其他贡献者名单的模板见附件2。 6 基于特定情景调整康复胜任力架构 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 7 第二阶段：起草 在起草阶段，《康复胜任力架构》可用于建立针对特定情景胜任力的结构和内容。以下步骤说明了起 草阶段的系统方法；但是，这些步骤可以根据不同的情况进行修改。 第5步：确定反映情景的核心价值观与信念 核心价值观与信念是《康复胜任力架构》的核心，贯穿于所有胜任力和活动。它们来自于康复专业人 员和使用者的广泛共识，并且可以广泛应用。然而重要的是，制定、修改或基于康复胜任力架构建立 特定的胜任力架构时，要尽可能在特定情景下对这些价值观和信念进行严格审查。 第6步：从《康复胜任力架构》中提取相关的胜任力、行为、活动和任务 关键术语 胜任力: 一个人可观察到的能力，在他们执行任务过程 中整合的知识、技能、价值观和信念。能力是 持久、可训练，通过行为来表现且是可测量 的。 行为: 针对他人或者活动的可观察到的行为，代表一 种能力。行为是持续性、可训练和可测量的。 活动: 包含相关任务组的某个工作领域。活动是有时 间限制、可训练，并且通过执行任务时的活动 表现来进行测量。 任务: 作为一项活动的一部分，可观察到的工作单 元，它借鉴了知识、技能、态度和行为。任务 是有时间限制、可训练和可测量的。 《康复胜任力架构》区分了胜任力（康复工作者的行为方式）和活动（康复工作者的任务）。在制定 基于特定情景的康复胜任力架构时，增加或修改《康复胜任力架构》中的胜任力和活动，下表所总结 的每种胜任力和活动的特点可以帮助确定哪种胜任力和活动。 胜任力 活动 与某位康复工作者有关 与康复工作者的角色、要求和实践范围有关 持久(通过不同的活动持续下去) 开始和结束 表现行为 涵盖各种任务 与所有康复工作者有关 仅与某些康复工作者相关，而不是所有康复工作者， 取决于他们的角色 例如： 与个人及其家庭及医疗团队进行有效沟通 例如:进行康复评估 从《康复胜任力架构》中提取胜任力、行为、活动和任务的方法将取决于正在开发的胜任力架构的特 点，特别是它是否将描述多个能力水平或单一水平。康复胜任力描述了四个级别的行为和任务熟练程 度（尽管有些级别在所有或某些级别中是不变的）。胜任力架构的制定者应选择适合情景的一个或多 个级别，如有必要，应根据康复工作者商定的工作期望修改相关说明（见表2和3）。如果一个胜任力 架构描述了多个熟练程度水平，可以根据需要对这些水平进行标注，如 “毕业生”、“新手”、“研 究生”、“专家”或类似情况。 虽然在一个领域内，常见的是根据该领域的情况选择一致的熟练程度，但不一定必须如此。胜任力架构 也有可能在不同的领域使用不同熟练程度。例如，胜任力架构可以描述实践领域中的高级熟练程度， 而在管理和领导领域中使用中级熟练程度来说明相关的行为和任务。 8 基于特定情景调整康复胜任力架构 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 9 胜任力和行为 康复胜任力架构中的胜任力和行为旨在适用于任何情况，无论职业、专业或环境如何。然而，不应简 单地将它们复制到针对特定情景的胜任力架构中。例如，适用于只包括那些在某种情况下应该强调的 胜任力和行为。在这种情况下，在简介中作出解释和引用康复胜任力架构对于形成全面胜任力和行为 清单是有益的。 表3 从《康复胜任力架构》中提取的胜任力和行为示例 胜任力 行为 康复工作者 初级熟练程度 中级熟练程度 高级熟练程度 专家级熟练程度 C3.与个人、家庭 和医疗团队进行有 效沟通 C3.1认识到个人及其家庭的沟通需求和实践，例如与年龄、教育、文化、健康状况或语言相关 的需求和实践 C3.2使沟通适应经常 遇到的需求和实践， 包括通过使用口译、 辅助技术和相关合理 便利设施 C3.2使沟通适应一系 列需求和实践，包括 通过使用口译、辅助 技术和相关合理便利 设施 C3.2自发地根据一系 列需求和实践调整交 流，包括通过使用口 译、辅助技术和相关 合理便利设施 C3.2自发地使沟通适 应复杂的需求和实 践，包括通过使用口 译、辅助技术和相关 合理便利设施 C3.3 使用适合个人及其家庭的术语和语言，清晰简洁地说明 C3.4 积极倾听，包括使用、解释和适当回应肢体语言 C3.5 管理环境以支持有效的沟通，同时考虑噪音、隐私、舒适和空间 C4.在解决问题和 做出决策时采取严 谨的方法 C4.1在明晰问题和确 定解决方案时，寻求 支持以确定个人、环 境和健康因素 C4.1确定个人、环境 和健康因素，并寻求 支持将其用于明晰问 题和确定解决办法 C4.1 在构思问题和 确定解决方案时，考 虑个人、环境和健康 因素 C4.1 在明晰问题和 确定解决方案时考虑 复杂的个人、环境和 健康因素 C4.2 在与当事人及 其家庭一起解决问题 和做出决定时，通过 寻求支持以考虑来自 多个来源的信息 C4.2 在与个人及其 家庭一起解决问题和 做出决定时考虑来自 多个来源的信息 C4.2 在与个人及其 家人解决问题和做出 决策时，整合来自多 个来源的信息 C4.2 在与个人及其 家庭一起解决问题和 做出决定时，整合来 自多个来源的复杂 信息 C4.3 寻求支持，以确定应对个人及其家庭挑 战的创新方法 C4.3 确定应对个人 及其家庭挑战的创新 方法 C4.3 确定与个人及 其家庭一起应对复杂 挑战的创新方法 在表3提供的示例中，胜任力架构开发者正在创建一个具有单一级别的胜任力架构。该领域的所有胜 任力和行为都被提取出来（红色框内的那些），但根据对康复人力的期望，从不同层次中选择相关的 行为。 活动和任务 虽然《康复胜任力架构》中的胜任力和行为是所有情景的核心，但活动和任务并非如此。胜任力架构 的开发者仅需提取那些适合其情景的活动和任务。有可能整个活动都被排除在外，或者纳入的只是某 个活动中的某些任务。《康复胜任力架构》中的活动和任务旨在为绝大多数的康复工作提供一个组织 结构，然而在某些情况下，增加额外的活动和任务可能是合适的。 8 基于特定情景调整康复胜任力架构 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 9 表4 从《康复胜任力架构》中提取的活动和任务示例 活动 任务 活动及任务包 括： 初级熟练程度 中级熟练程度 高级熟练程度 专家级熟练程度 A3.进行康复评估 A3.1 获得基本的健康、环境和个人病史，明 确将其与个人及其家庭的需求相关联 A3.1 获得全面的健康、环境和个人病史，反 映出对健康和福祉决定因素的范围和复杂性的 深入了解 A3.2 观察个人是否可能有伤害自己和/或他人 的风险，并寻求支持以做出适当的反应 A3.2 评估个人是否有伤害自己和/或他人的风 险，并在适当的情况下实施保护策略 A3.3 根据方案和/或 指示对身体结构和 功能进行常规和基本 评估 A3.3 独立进行身体 结构和功能的常规和 基本的评估 A3.3 独立进行身体 结构和功能的评估， 根据年龄、语言、文 化或障碍等特定因素 进行调整 A3.3 独立进行身体 结构和功能的高级和 专业评估，根据年 龄、语言、文化或障 碍等特定因素进行 调整 A3.4 识别个人环境中的典型障碍和促进因素 A3.4 分析个人环境 中的障碍和促进因素 A3.4 分析个人的环 境中的复杂障碍和促 进因素 A3.5 通过观察和询问，对个人在相关活动中 的表现及其参与有意义的事件和生活角色进行 基本评估 A3.5 使用关键任务分析和询问，对个人在相 关活动中的表现以及他们参与有意义的事件和 生活角色进行深入评估 A6.实现康复干预 措施 A6.1为个人及其家庭提供常规教育和培训，以 促进自我效能和自我管理 A6.1 为个人及其家庭提供定制的教育和培 训，以提升自我效能和自我管理 A6.2 提供日常辅助产品，指导个人及其家庭 使用，并根据需要进行微调 A6.2 提供和指导个 人及其家庭使用辅助 产品，根据需要开发 和/或调整这些产品 A6.2 提供专门化的 辅助产品并指导个及 其家庭根据需要使 用、开发和/或调整 这些产品 A6.3 促进对个人及其家庭环境的改造方案或 常规改建，以提高安全性、可及性和功能性 A6.3 确定并促进对个人及其家庭环境的创新 改造，以提高安全性、可及性和功能性 A6.4 使用处方和/或常规的预防性、恢复性和 补偿性运动处方、技术和物理治疗方案 A6.4 使用和开具预 防性、恢复性和补偿 性运动处方、技术和 物理治疗方案 A6.4 使用和开具专 门的预防性、恢复性 和补偿性运动处方、 技术和物理治疗方案 A6.5 使用处方药 A6.5 按授权使用和 开具处方药物 10 基于特定情景调整康复胜任力架构 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 11 在表4提供的例子中，胜任力架构的开发者只提取了与他们的康复人力相关的活动和 任务。一些来自选定活动的任务被排除在外（A3.4、A3.5、A6.3和A6.5），因为它 们与相关工作者的角色不相关。同样，根据对康复人力的期望或要求，从不同层面 选择任务。 提示：尽管按照反映活动和任务执行方式的顺序排列合乎逻辑，但康复胜任力架构不是一项 协议或实践指南；其目的不是描述完成某方面工作的步骤或何时应采取某种方式。相反，活动 和任务应该描述工作的哪些方面需要被培训（即一个人需要被训练去做什么）；它们可以被评 估或测量，或显示成功的工作表现。 第7步：将内容扩展到所需的特定水平 由于《康复胜任力架构》的设计是为了有广泛的通用性，它对行为和任务的描述可 能达不到针对特定情景所需的具体程度。《康复胜任力架构》的在线互动版本对20 种不同健康状况的实践领域活动3（评估）和6（干预）的任务进行了扩展（2021年 可用）。胜任力架构开发者可以从这些任务的相关健康状况中提取额外内容，但也 可能希望扩展其他任务，例如包括不同健康状况或特定人群的内容。这些内容可以 从各种来源中提取，来源包括：如访谈、焦点小组、调查、工作描述、任务分析、 临床实践指南、课程、或监管标准文件等。它也可以通过正式的建立共识的方法， 如调查或德尔菲研究，获取信息或验证。 提示：在增加或修改胜任力、行为、活动和任务时，要确保每一项都有单一的重点内容。在 一项说明中描述多种行为或任务是很容易的，而且似乎更有效率；然而这可能会使胜任力架构 的应用复杂化，特别是测量/绩效评估的背景下。 第8步：提取相关知识和技能，并根据需要进行扩展 关键术语 知识: 有关胜任力和活动的信息基础。 技能: 一种特殊的认知或运动能力，通常是通过训练 和练习来发展的。 与胜任力和活动一样，与正在制定的胜任力架构背景有关的知识和技能可以从《康 复胜任力架构》中提取出来，并酌情扩展。《康复胜任力架构》包括每个领域的核 心知识和技能，这些知识和技能旨在与所有情景以及特定活动的知识和技能相关。 在处理知识和技能时，首先需要确认这些知识和技能对于胜任力架构的预期受众及 其应用是必要的，并且要确认需要何种具体程度。针对特定情景的胜任力架构的开 发者需要比康复胜任力架构提供的更多细节，可以使用现有的知识和技能说明作为 小标题，并对每项说明进行扩展，增加新的说明，或者既扩展内容也增加说明。 第9步：根据特定情景修改术语和语言 一旦从《康复胜任力架构》中提取了相关内容，并根据需要进行了扩展或修改，胜 任力架构的开发者应确保术语和语言适合于目标受众。《康复胜任力架构》使用简 洁明了的语言有利于翻译。然而，每个情景各不相同，胜任力架构被其受众理解和 采纳至关重要。 10 基于特定情景调整康复胜任力架构 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 11 第三阶段：审查 要让更多的相关利益攸关方对胜任力架构草案进行多次反复的审查，这对于确保内容符合目的至关重 要。这也有助于提高目标受众的意识，促进他们的主体意识。 第10步：编制同行评审员名单 使用结构化的模板来编制一份同行评审员的名单（见附件2）。包括感兴趣的变量，如职业、专业、国 籍、性别等，这样你就可以客观地确定小组的组成是否合适，是否充分体现了相关利益攸关方的意见。 第11步：制定方法来指导所需的反馈方式和类型 引导同行评审员对胜任力架构的哪些方面进行反馈大有裨益。胜任力架构的开发者可以基于以下标准 获得反馈意见： • 可读性：胜任力架构的结构、布局和风格是否使人容易浏览内容？读者对内容的理解是否容易？是 否有含糊不清的描述？ • 准确性：内容是否正确，是否反映了目标受众的共识？ • 可应用性：胜任力架构能否有效地达到其目的？它是否具有可用于其所有预期应用的特征？ • 可接受性：胜任力架构是否能被所有的潜在受众接受，包括跨文化和不同人口特征的群体？ 收集反馈意见的方法并不唯一，但应考虑如何分发、接收和分析反馈意见。仅仅要求同行评审员在反 馈意见中考虑关键标准可能是合适的，但将反馈意见表或调查表与胜任力架构草案一起发送可能更有 效。考虑同时收集定量反馈意见（例如，通过包括李克特量表对标准的反馈意见进行排序）和定性反 馈意见（例如，通过包括开放的文本字段、进行访谈或举行焦点小组会议）。附件4提供了一个同行评 审意见反馈表的模板。 第四阶段：定稿 当开发者对目标的实现感到满意，并对同行评议者的意见做出充分的回应时，胜任力架构就可以定稿 了。 第12步：响应反馈意见 响应同行评审的反馈意见可能是一个反复的过程，随着草案的进展，可能需要进行若干轮的评审。即 使经过多轮意见反馈，也不一定能对所有说明文件达成完全一致，因此，从实际出发，设定胜任力架 构的分发供同行评审的次数的上限可能是有益的。这个上限应该与共识状况成正比，也就是说，如果 对说明分歧广泛，可能需要更多轮次，而如果有广泛的共识就不需要。 第五阶段：传播 第13步：实施战略性的传播计划 如果没有一个有效的传播策略，可能不能完全实现胜任力架构的价值和影响。有许多方法可以促进最 终产品，并确保其达到有期待的目标受众。这些方法可能包括： • 举行启动仪式，如举办有主持人的网络研讨会 • 发表一篇学术文章 • 在社交媒体上进行宣传 • 由相关组织和机构认可并推广胜任力架构 • 出版配套资源以支持其应用 12 基于特定情景调整康复胜任力架构 13 • 举办研讨班，包括通过网络平台，对利益攸关方进行关于该胜任力架构及其应用的培训 • 消除获取资金的障碍 一旦传播，努力追踪胜任力架构的影响（见第三部分），并在规定时间内，如每五年一次，酌情审查 和更新。 12 基于特定情景调整康复胜任力架构 13 附件1 工作计划模板 尽管找不到唯一方法来组织工作计划，但在开始制定基于特定情景的胜任力架构之前，应该考虑或确 定关键领域。下面的标题列出了详细的工作计划，作为整个开发过程的参考，也可以与捐助者和/或核 心工作组成员分享，以提高透明度。 背景 • 说明胜任力架构的主题和范围。 • 说明制定该胜任力架构的理论基础。 • 总结与胜任力架构发展有关的重要历史、政治或文化因素。 • 注意在信息收集过程中发现的开创性资源，如现有标准、准则或政策。 • 强调在信息收集过程中发现的任何重要利益攸关方的需求或偏好。 目标 描述胜任力架构背后的意图，即希望达到的目标。 目标受众 描述胜任力架构适用对象。可能是一个特定的学科、专业、也可能是在特定情景下工作或处于职业的 特定阶段（如毕业生）的康复工作者，也可以有多种情况。 应用 定义胜任力架构的使用方式（见第二部分）。 关键特征 根据胜任力的预期应用，说明胜任力架构的组成部分，如核心价值观与信念、胜任力、行为、活动、 任务、知识和技能等。 利益攸关方 列出将参与胜任力架构开发的利益攸关方（附件2提供的模板中列出具体人员。）如来自特定的专业 协会、机构、监管机构、专家团体、患者权益组织等的代表。 方法学 详细说明如何制定胜任力架构，包括如何从康复胜任力架构中获取信息或进行调整。考虑使用第五节 中的阶段和步骤作为小标题。 时间表和时间范围 确定开发过程的关键阶段以及每个阶段的预期时间表；这些阶段可能包括： • 确定核心工作小组 14 基于特定情景调整康复胜任力架构 15 • 康复胜任力架构内容提取完成 • 第1稿完成 • 第1轮同行评审 • 第2轮同行评审 • 最终草案完成 • 最终产出 • 传播 考虑使用甘特图来显示实现每个时间段的时间分配。 预算 确定与胜任力架构开发的相关费用，如人员、生产、研讨会、印刷等。注意目前是否有资源，和/或 可能还需要获得哪些资源。 传播策略 描述将采用何种策略来确保胜任力架构一旦完成，就能产生最大的影响（见第五阶段）。 影响效果追踪 说明胜任力架构传播后追踪其被采纳和使用情况（见第三节）。 修订 确定胜任力架构审查和修订的时间间隔取决于领域/背景，可能是每5或10年一次，或更频繁。 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 1716 附 件 2 记 录 胜 任 力 架 构 贡 献 者 模 板 这 个 模 板 可 以 在 规 划 阶 段 使 用 ， 以 追 踪 贡 献 者 ， 定 义 他 们 的 角 色 ， 并 确 保 该 阶 段 包 含 所 有 相 关 的 利 益 攸 关 方 。 该 模 板 可 以 根 据 需 要 进 行 修 改 ， 包 括 修 改 角 色 、 增 加 行 以 及 增 加 相 关 因 素 （ 国 籍 、 职 业 、 性 别 等 ） 的 列 。 项 目 负 责 人 姓 名 所 属 机 构 电 子 邮 箱 角 色 (示 例 ) 项 目 协 调 者 秘 书 /利 益 攸 关 方 沟 通 者 技 术 文 档 工 程 师 核 心 工 作 组 角 色 (示 例 ) • 对 胜 任 力 架 构 的 内 容 、 结 构 、 语 言 和 范 围 提 供 专 家 意 见 ， 以 确 保 实 现 其 预 期 目 标 • 帮 助 确 定 同 行 评 审 员 ， 支 持 对 反 馈 意 见 的 建 设 性 回 应 • 支 持 胜 任 力 架 构 的 传 播 姓 名 所 属 机 构 电 子 邮 箱 专 业 领 域 5.基于康复胜任力架构开发基于特定情景的康复胜任力架构的过程 1716 同 行 评 审 员 姓 名 所 属 机 构 电 子 邮 箱 专 业 领 域 利 益 攸 关 方 清 单 : 下 列 利 益 攸 关 方 在 发 展 过 程 中 是 否 有 代 表 ？ (请 注 意 ， 并 不 是 清 单 上 的 每 一 个 利 益 攸 关 方 都 与 所 有 情 况 相 关 ， 清 单 并 没 有 列 全 。 ） 还 应 考 虑 与 胜 任 力 架 构 相 关 的 其 他 利 益 攸 关 方 。 学 科 领 域 的 专 家 教 育 工 作 者 /学 术 机 构 监 管 机 构 专 业 团 体 用 户 团 体 ， 如 残 疾 人 组 织 或 患 者 团 体 少 数 民 族 团 体 原 住 民 代 表 或 其 他 将 受 该 架 构 约 束 的 自 治 民 族 服 务 开 发 者 或 管 理 者 附件3 胜任力架构结构模板 1918 附件3 胜任力架构的结构模板 尽管难用单一的方法来构建胜任力架构，但下面的提纲提供了一个与康复胜任力架构一致的起点。 扉页 胜任力架构的扉页可以包括以下部分。 • 前言或序言 • 致谢 • 词汇表 • 执行摘要 背景 背景部分可以包括与工作计划类似的内容（见附件1）。也可以包括一些关键问题，如：它是什么； 为什么要开发它；它可以为谁和什么使用；以及它是如何制定的。 核心价值观与信念 核心价值观与信念可以从康复胜任力架构中提取，并根据特定情景进行修改（见第五部分）。 领域 胜任力、行为、活动、任务以及知识和技能可以从康复胜任力架构中提取出来，并根据特定情景进行 修改（见第五部分）。这个结构是基于胜任力架构，它只定义了一个级别，如果需要，也可以修改为 包括多个级别（如康复胜任力架构）。行为可以根据所包含的说明来增加和删除；模板中包含的行数 是任意的，并不是推荐要写多少行。 领域X 胜任力 行为 C1. C1.1 C1.2 C1.3 C2. C2.1 C2.2 C2.3 C3. C3.1 C3.2 C3.3 附件3 胜任力架构结构模板 1918 活动 任务 A1. A1.1 A1.2 A1.3 A2. A2.1 A2.2 A2.3 A3. A3.1 A3.2 A3.3 知识 核心知识 专门活动的知识 A1. A2. A3. 技能 核心技能 专门活动的技能 A1. 附件4 反馈意见表模板 2120 A2. A3. 重复各领域胜任力架构。 附件4 反馈意见表模板 2120 附件4 反馈意见表模板 2322 附件4 反馈意见表模板 以下内容可作为反馈表的基础，或用于告知反馈调查的内容。胜任力架构开发者应考虑哪些额外的标 准可能与他们的情况有关，并对表格进行相应的修改。本表使用李克特量表和开放文本字段来同时收 集定量和定性反馈的意见。 说明: 请给以下标准打1-5分，其中1表示 “非常不同意”，5表示 “非常同意”，勾选相应的方框，并在 自由文本框中加入对您对回答的解释和其他反馈。 标准1 可读性 1 2 3 4 5 架构结构符合逻辑且清晰 很容易找到感兴趣的信息 信息很容易理解 每项说明的重点很清楚 请就胜任力架构的可读性提出任何意见或建议 标准2 准确性 1 2 3 4 5 核心价值观与信念适用于胜任力架构的情景 核心价值观与信念反映了康复工作者实际诉求 这些说明是全面的 行为和任务说明详细程度适当 活动和任务充分涵盖工作范围 请对胜任力架构的可读性提出任何意见或建议 附件4 反馈意见表模板 2322 标准3 可应用性 1 2 3 4 5 对行为说明的详细程度适当以利于实现架构的预期目的 对任务的说明的详细程度适当以利于实现架构的预期目的 对知识和技能说明的详细程度适当以利于实现架构的预期目的 该架构涵盖适用于目的的所有组成部分 请对胜任力架构的可读性提出任何意见或建议 标准4 可接受性 1 2 3 4 5 所用语言对于不同人群而言均是包容性的 术语与相关人力在实践中使用的术语相一致 内容与现有的架构、指南和政策相一致 所有相关的利益攸关方群体都参与所有的开发过程 请对胜任力架构的可读性提出任何意见或建议