Transcript Document

Core Competencies for Public Health in Canada
Public Health Association of Nova Scotia’s
Translating the Core Competencies for Public Health
into Action Workshop
September 23, 2009
Core Competencies for Public Health in Canada: Release 1.0
36 statements organized under 7 categories:
Public Health Sciences
Assessment & Analysis
Policy & Program Planning, Implementation & Evaluation
Partnerships, Collaboration & Advocacy
Diversity & Inclusiveness
Communication
Leadership
ONE...
PUBLIC HEALTH SCIENCES
A public health practitioner is able to …
1.1 Demonstrate knowledge about the following concepts: the health
status of populations, inequities in health, the determinants of health
and illness, strategies for health promotion, disease and injury
prevention and health protection, as well as the factors that influence
the delivery and use of health services.
1.2 Demonstrate knowledge about the history, structure and interaction of
public health and health care services at local, provincial/ territorial,
national, and international levels.
1.3 Apply the public health sciences to practice.
1.4 Use evidence and research to inform health policies and programs.
1.5 Demonstrate the ability to pursue lifelong learning opportunities in
the field of public health.
TWO...
ASSESSMENT AND ANALYSIS
A public health practitioner is able to …
2.1 Recognize that a health concern or issue exists.
2.2 Identify relevant and appropriate sources of information, including
community assets and resources.
2.3 Collect, store, retrieve and use accurate and appropriate information
on public health issues.
2.4 Analyze information to determine appropriate implications, uses, gaps
and limitations.
2.5 Determine the meaning of information, considering the current
ethical, political, scientific, socio-cultural and economic contexts.
2.6 Recommend specific actions based on the analysis of information.
THREE...
POLICY AND PROGRAM PLANNING,
IMPLEMENTATION AND EVALUATION
A public health practitioner is able to …
3.1 Describe selected policy and program options to address a specific public
health issue.
3.2 Describe the implications of each option, especially as they apply to the
determinants of health and recommend or decide on a course of action.
3.3 Develop a plan to implement a course of action taking into account relevant
evidence, legislation, emergency planning procedures, regulations and
policies.
3.4 Implement a policy or program and/or take appropriate action to address a
specific public health issue.
3.5 Demonstrate the ability to implement effective practice guidelines.
3.6 Evaluate an action, policy or program.
3.7 Demonstrate an ability to set and follow priorities, and to maximize outcomes
based on available resources.
3.8 Demonstrate the ability to fulfill functional roles in response to a public health
emergency.
FOUR...
PARTNERSHIPS, COLLABORATION AND
ADVOCACY
A public health practitioner is able to …
4.1 Identify and collaborate with partners in addressing public health
issues.
4.2 Use skills such as team building, negotiation, conflict management
and group facilitation to build partnerships.
4.3Mediate between differing interests in the pursuit of health and wellbeing, and facilitate the allocation of resources.
4.4 Advocate for healthy public policies and services that promote and
protect the health and well-being of individuals and communities.
FIVE...
DIVERSITY AND INCLUSIVENESS
A public health practitioner is able to …
5.1 Recognize how the determinants of health (biological, social, cultural,
economic and physical) influence the health and well-being of
specific population groups.
5.2 Address population diversity when planning, implementing, adapting
and evaluating public health programs and policies.
5.3 Apply culturally-relevant and appropriate approaches with people
from diverse cultural, socioeconomic and educational backgrounds,
and persons of all ages, genders, health status, sexual orientations and
abilities.
SIX...
COMMUNICATION
A public health practitioner is able to …
6.1 Communicate effectively with individuals, families, groups,
communities and colleagues.
6.2 Interpret information for professional, non-professional and
community audiences.
6.3Mobilize individuals and communities by using appropriate media,
community resources and social marketing techniques.
6.4 Use current technology to communicate effectively.
SEVEN...
LEADERSHIP
A public health practitioner is able to …
7.1 Describe the mission and priorities of the public health organization
where one works, and apply them in practice.
7.2 Contribute to developing key values and a shared vision in planning
and implementing public health programs and policies in the
community.
7.3 Utilize public health ethics to manage self, others, information and
resources.
7.4 Contribute to team and organizational learning in order to advance
public health goals.
7.5 Contribute to maintaining organizational performance standards.
7.6 Demonstrate an ability to build community capacity by sharing
knowledge, tools, expertise and experience.
The Need to Strengthen the
Public Health Workforce
•
Numerous reports assessing &
advising on strengthening public
health systems in Canada
•
Importance of competency-based
workforce development & initiatives
across the country are moving
forward with this perspective
Workforce Challenges
Lack of:
•
qualified public health professionals in Canada - aging
workforce & uneven distribution of existing practitioners
(especially in rural & remote areas)
•
•
common measure & data to quantify the gap
‘surge’ capacity of public health practitioners in the case of an
emergency
•
skills development & training opportunities for existing
public health practitioners
Public Health Agency of Canada
•
•
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Anticipate & respond to the
health needs of Canadians
Ensure actions supported
by integrated information
& knowledge
Develop a dedicated,
professional workforce &
provide the required tools
& leadership within a
supportive culture
Develop
accreditation
standards / quality
control measures
Identify best practices in education
(including placements, continuing
education)
Identify best practices in
interprofessional
deployment
Develop recruitment /
retention strategies to
attract required
competencies
Develop worker
competency
assessment tools and
incentives
Define the public
health workforce for
planning purposes
Develop structures to
support
interprofessional
education (space,
time, instructors)
Align education
programs to reflect
competencies and
interprofessional
practice
Gather data on the
public health
workforce
Identify best practices in
recruitment and retention
Deploy workforce in
interprofessional
models based on their
competencies
Map the
competencies of each
discipline against the
core and functionspecific competencies
Identify core public
health services
Develop
organizational
competency
assessment tools
and incentives
Identify core* public
health competencies
Public health needs of the population
Identify functionspecific** public
health competencies
WHAT are Core Competencies for
Public Health in Canada?
Set of essential skills, knowledge & attitudes
necessary for the broad practice of public health
• Basic building block to develop the workforce
• Independent of discipline & program
Process to Develop
2005
Pan-Canadian Framework for Public Health
Human Resource Planning recommends
development
2005
Draft statements/preliminary consultation
2006
Revised draft statements, glossary of terms
2006/7
National consultation
Core Competencies for Public Health
in Canada: Release 1.0 (2007)
36 statements organized under 7 categories:
Public Health Sciences
Assessment & Analysis
Policy & Program Planning, Implementation
& Evaluation
Partnerships, Collaboration & Advocacy
Diversity & Inclusiveness
Communication
Leadership
Where are we now?
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Build awareness & knowledge
Develop tools & resources to support use
–
Core Competencies for Public Health in Canada
Orientation Module (www.corecompetencies.ca)
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Tools to demonstrate Core Competencies in practice
–
Performance assessment & management tools for
individual practitioners & organizations
–
Skills Online continuing education program
Evaluation plan
Continue to work & collaborate with partners
Working with public health disciplines to develop disciplinespecific competencies
pan-Canadian Environmental Scan to explore ways Core
Competencies are being used & integrated
pan-Canadian Environmental Scan
•
Purpose: to explore ways Core Competencies are being
used & integrated
•
Target audience: local/regional public health
organizations, provincial/territorial governments & public
health associations
•
Methods:
•
•
Survey
Key informant interviews
pan-Canadian Environmental Scan:
preliminary results
•
N = 37
•
Type of organization:
•
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70% local/regional health or public health
unit/authority
•
22% provincial/territorial government agency
•
8% public health association or society
Geographic area served:
•
•
•
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67% urban/rural mix
14% rural
11% urban
8% remote/isolated
Preliminary results: activities to
build awareness & knowledge
•
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Disseminate print materials, website, etc to staff, decision
makers
Inform senior management
Information made available on organization’s intranet site
& newsletter
Integrate into staff orientation processes
Formal adoption or endorsement e.g., Public Health
Association of Nova Scotia; Public Health System
Leadership Team
Preliminary results: activities to
build awareness & knowledge
•
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Collect personal stories of public health professionals to
illustrate competencies
Presentations at staff meetings; workshops with focus on
competencies
Support staff to attend presentations, conferences, to be
part of core competencies consultation
Asset mapping projects where staff identify perceived
level of knowledge related to competencies & continuing
education required to strengthen knowledge & skills
Preliminary results: strategies,
approaches & tools for integration
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Incorporate into strategic, operational & program plans
Identify lead position within organization to champion
competencies work
Develop dissemination & implementation plans
Develop job postings, position descriptions
Incorporate into interview processes (recruitment strategies)
Develop competency-based performance management
frameworks & tools
Ensure that language is being used in performance appraisals
Incorporate into plans for ongoing professional development
Preliminary results: opportunities
•
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Core Competencies used as a foundation for other work
e.g., discipline, program-specific competencies,
managerial/leadership & mentorship programs
Networking with other public health units/regional health
authorities across the country
Work with Human Resources to on job analysis for staff
positions (frame job descriptions & postings)
Increased support for staff to participate in professional
development, e.g., increased participation in Skills Online
modules
Preliminary results: challenges
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Lack of time to reflect on how to use; other competing demands
Lack of resources to make a priority
•
Lack of public health expertise within policy, management &
executive levels to move from awareness to implementation
Lack of support – seen as an add-on rather than essential
A concept to many – not sure if/when they are being demonstrated
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Many questions that impedes implementation e.g., who are they
intended for (individual or team); what are the minimum
proficiency levels expected; who is responsible for their
proficiency (individual or organization)
Meshing public health competencies with other Municipal/District
Health Authority competencies & performance review processes
Preliminary results: collaborations,
partnerships & networks
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Participate in competency-based research & pilot projects
Links with academia helps to support integration of
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competencies into curriculum
Informal networks across the country
Develop working groups:
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Within agencies e.g., Core Competencies Reference
Group
Across jurisdictions e.g., pan-Territorial Advisory
Committee
Within a province/territory e.g., Living the Core
Competencies Working Group; Performance
Management Steering Committee; planning
committee for this workshop