Rehabilitation professions’ core competencies for entry-level professionals: a thematic analysis

Figures & data

Table 1. Educational standards/guidelines used for each rehabilitation profession.

Profession	Framework	Derivation	Domains
Audiology (Canadian Alliance of Audiology and Speech-Language Pathology Regulators (CAASPR), 2018a)	National Audiology Competency Profile (The Canadian Alliance of Audiology and Speech-Language Pathology Regulators (Canadian Alliance of Audiology and Speech-Language Pathology Regulators (CAASPR), 2018a)	Completed in 2018 in collaboration with 22 subject matter experts from across Canada, which included representatives from CAASPR, CAASPR member jurisdictions, Speech-Language and Audiology Canada (SAC), the Canadian Academy of Audiology (CAA), the Canadian Council of University Programs in Communication Sciences and Disorders (CCUP – CSD), and the Canadian Academic Coordinators of Clinical Education (CACCE).	Expert (knowledge and clinical expert) Communicator Collaborator Advocate Scholar Manager Professional
Occupational therapy (World Federation of Occupational Therapists (WFOT), 2016)	Minimum standards for the education of occupational therapists (World Federation of Occupational Therapists (WFOT), 2016)	Revision from the 2002 standards. The WFOT Education International review Team coordinated a review process in consultation with Member Organizations, WFOT Executive and council and international stakeholders	The person-occupation-environment relationships and the relationship of occupation to health and well-being Therapeutic and professional relationships An occupational therapy process encompassing collaborative, people-centered, occupation focused processes Professional reasoning and behavior The context of professional practice
Physical and Rehabilitation Medicine (International Society of Physical and Rehabilitation Medicine (ISPRM), 2019)	Core curriculum & competencies for the professional practice of physical And rehabilitation medicine (2019)	ISPRM Education committee with stakeholder involvement through an online survey.	Patient safety and quality patient care Medical knowledge and procedural skills Interpersonal skills and communication Practice and systems-based learning Reintegration of people with disabilities into society Medical ethics and public health Quality assurance Policies of care and prevention of disabled people Professionalism
Physiotherapy (World Physiotherapy (WPT), 2021)	Physiotherapist education framework (2020)	Guidelines were informed by WPT’s policy statements and guidelines with input from the member organizations of WPT.	Physiotherapy assessment and intervention Ethical and professional practice Communication Evidence-based practice Interprofessional teamwork Reflective practice and lifelong learning Quality improvement Leadership and management
Prosthetics and Orthotics (IPSO 2018)	International Society for Prosthetics and Orthotics (IPSO) Education Standards for Prosthetic/Orthotic Occupations (2018)	Standards were developed using a 5-step approach, which included 1) surveying current members and educators, 2) focus groups, 3) literature review, 4) review of current position and 5) created a list of recommendations for education standards that was used to consult key stakeholders and was then endorsed by the ISPO Executive Board.	Entry-level personnel Institutional/program requirements Program Curriculum Faculty Program Admission
Psychology (International Association of Applied Psychology (IAAP) & International Union of Psychological Science (IUPsyS), 2016)	International Declaration on Core Competences in Professional Psychology (2016)	Framework was established through content analysis of current national models, in consultation with relevant stakeholders from 18 countries.	Psychological knowledge and skills underpinning the core competencies Professional behavior competences Professional activities competences
Rehabilitation Nursing (Association of Rehabilitation Nurses (ARN) (2014)	Association of Rehabilitation Nursing (ARN) Competency Model for Professional Rehabilitation Nursing (2014)	Developed by an ARN task force of experts representing clinical and academic settings developed an evidence-based framework to guide professional rehabilitation nursing practice. Charged by the ARN Board of Directors to accomplish this strategic objective, the panel discussed, debated, and reviewed all facets of modern rehabilitation nursing. The resulting model was validated by member review and comment and approved by the Board of Directors	Nurse-led evidence-based interventions to promote function and health management in persons with disability and/or chronic illness Promotion of Health and Successful living in persons with disability or chronic illness across lifespan Leadership Interprofessional care
Speech-Language Pathology (Canadian Alliance of Audiology and Speech-Language Pathology Regulators (CAASPR), 2018b)	CAASPR National Speech-Language Pathology Competency Profile (2018b)	Completed in 2018 in collaboration with 22 subject matter experts from across Canada, which included representatives from CAASPR, CAASPR member jurisdictions, Speech-Language and Audiology Canada (SAC), the Canadian Academy of Audiology (CAA), the Canadian Council of University Programs in Communication Sciences and Disorders (CCUP – CSD), and the Canadian Academic Coordinators of Clinical Education (CACCE).	Expert (2 subcategories: Knowledge expert and clinical expert Communicator Collaborator Advocate Scholar Manager Professional

Table 2. Definition of competence or competency.

Profession	Definition of Competence or Competency
Audiology (CAASPR, 2018a)	Essential Competency: An ability required of an audiologist at entry-to-practice in Canada. Sub-Competency: A key component of an essential competency. The combination of multiple sub-competencies describes in greater detail the components of an essential competency.
Occupational therapy (World Federation of Occupational Therapists (WFOT), 2016)	Competence, competent practice – being able to do what you are required to do in a safe and effective manner.
Physical and Rehabilitation Medicine (ISPRM (2019)	Practical skill competence is defined as having the ability to apply clinical knowledge and appropriately manage conditions and/or perform procedures.
Physiotherapy (World Physiotherapy (WPT), 2021)	Competence is defined as the proven ability to use knowledge, skills and personal, social and/or methodological abilities in work or study situations and in professional and personal development.
Prosthetics and Orthotics (International Society of Prosthetics and Orthotics (ISPO), 2019)	Not defined within the document but uses the terms “competence” and “competency” throughout when referring to the ability to apply the necessary knowledge and skills to perform a specific behavior.
Psychology (International Association of Applied Psychology (IAAP) & International Union of Psychological Science (IUPsyS), 2016)	Competence: A combination of practical and theoretical knowledge, cognitive skills, behavior, and values used to perform a specific behavior or set of behaviors to a standard, in professional practice settings associated with a professional role. In some regions of the world, the term competency (pl. competencies) is used with the same meaning as the term competence (pl. competences). Competences: Clusters of knowledge, skills, abilities, and other attributes that enable a person to act effectively and to a defined standard in a professional practice situation.
Rehabilitation Nursing (ARN (2014)	Not defined explicitly within the document but uses the term “competency” throughout when referring to the ability to apply the necessary knowledge and skills to perform a specific behavior.
Speech-Language Pathology (Canadian Alliance of Audiology and Speech-Language Pathology Regulators (CAASPR), 2018b)	Essential Competency: An ability required of a speech-language pathologist upon entry-to-practice in Canada. Sub-Competency: A key component of an essential competency. The combination of multiple sub-competencies presents in greater detail the components of an essential competency.

Table 3. Themes and subthemes derived from the thematic analysis of eight rehabilitation professions.

Themes and subthemes	Audiology	OT	PM&R	PT	Psychology	P&O	RN	SLP
1. Evidence-based clinical practice knowledge and skills	x	x	x	x	x	x	x	x
(a) applies knowledge from relevant fields	x	x	x	x		x		x
(b) safety in practice	x	x	x	x		x		x
(c) prevention and health promotion	x		x	x			x	x
2. Culturally competent communication & collaboration	x	x	x	x	x	x	x	x
(a) patient-centered care	x	x		x			x	x
(b) advocate	x	x	x	x		x	x	x
3. Professional reasoning & behaviors	x	x	x	x	x	x	x	x
(a) ethical practice	x	x		x	x	x		x
(b) lifelong learner	x	x		x		x		x
(c) management of the clinical setting	x	x	x	x				x
(c) reflective practice	x	x		x	x			x
4. Interprofessional collaboration	x	x	x	x	x	x	x	x

Abbreviations: Occupational therapy, OT; Physical Medicine and Rehabilitation, PM&R; Physiotherapy, PT; Prosthetics and Orthotics P&O; Rehabilitation Nursing, RN; Speech-language Pathology, SLP.

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