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

ABSTRACT

Rehabilitation services are essential interventions designed to optimize functioning and reduce disability in individuals with health conditions. Eight core professions offer rehabilitation services: audiology, occupational therapy, physical and rehabilitation medicine, physiotherapy, psychology, prosthetics and orthotics, rehabilitation nursing, and speech-language pathology. These professions often work together to provide patient-centered care. Each rehabilitation profession has developed its own international or national document to describe entry-level competencies. However, it is not evident in the literature whether rehabilitation professions share the same core competencies. Therefore, we explored the international standards for rehabilitation professions to identify commonalities and differences in entry-level professionals’ required core competencies. A thematic analysis of current, published, international, or national entry-level competencies documents was conducted to determine commonalities and differences in the core competence requirements for the eight rehabilitation professions. The following four themes were evident across all professions: (a) evidence-based clinical practice knowledge and skills; (b) culturally competent communication and collaboration; (c) professional reasoning and behaviors; and (d) interprofessional collaboration. This thematic analysis highlighted the commonalities among rehabilitation professionals and may be used to provide a greater understanding of how rehabilitation professionals can support and work together on interprofessional teams.

KEYWORDS:

• Competence
• education
• interprofessional
• rehabilitation

Acknowledgments

The researchers of this manuscript would like to acknowledge and thank the Physiopedia team for their supporting contributions towards making this research possible.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This publication is made possible by the support of the American people through the United States Agency for International Development (USAID) through the Learning Acting Building for Rehabilitation in Health Systems (ReLAB-HS) project. The contents are the sole responsibility of ReLAB-HS and do not necessarily reflect the views of USAID or the United States Government.

Notes on contributors

Nicole Beamish

Dr. Nicole Beamish BKin, MScPT, Ph.D., is a physiotherapist and an assistant professor in the School of Kinesiology and Health Studies at Queen’s University. Her teaching and research interests focus on creating active and experiential learning opportunities for future health professionals in the areas of exercise testing, prescription and interprofessional care.

Cheryl Footer

Dr. Cheryl Burditt Footer completed a BA degree in Exercise Science from Occidental College (1987) and physical therapy degrees (Master’s-1990; Ph.D. 1999) from the University of Miami. At the core of Dr. Footer’s academic and clinical practice career lies a strong ethical foundation that balances power and privilege with humility and perspective in preparing future leaders to meet the growing needs for rehabilitation around t2he world. Her passion for collaboration in rehabilitation education is evidenced through a broad publication and presentation history that shares her extensive experience, leadership, and commitment to developing and implementing academic initiatives around the globe.

Rachael Lowe

Rachael Lowe, BSc (Hons), is the President of Physiopedia, CEO of Physiopedia Plus and the co-founder of both. She is a physiotherapist and is the partner lead for Physiopedia in the ReLAB-HS consortium.

Shala Cunningham

Dr. Shala Cunningham, PT, DPT, Ph.D., is an associate professor at Radford University, teaching within the Doctor of Physical Therapy Curriculum. Her research interests focus on the influence of entry-level and post-graduate education on the development of clinical reasoning skills and implementation of evidence-informed patient care, as well as best practices for implementing interprofessional education for pre-licensure healthcare students.