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首页> 外文期刊>Journal of Nursing Education and Practice >Dichotomy and dialogue in conceptualizations of competency in health professionals’ education
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Dichotomy and dialogue in conceptualizations of competency in health professionals’ education

机译：卫生专业人员教育能力概念中的二分法和对话

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Most research on the definition of competency and its application in health professionals’ education programs is focused on semantic matters, while contextual influences are rarely discussed or solely presented as background context. The aim of this article is to gain a comprehensive understanding of the issues raised by definitions of competency and to describe the contextual factors that have given rise to those definitions. This is achieved by presenting the results of a literature review that synthesized different conceptualizations of competency. We analyzed relevant literature listed in the CINAHL, Embase, MEDLINE, and PsycINFO databases as of 2015. The results show that authors define competency based on two diverging driving forces: one aimed at professional regulation and the other at professional emancipation. The analysis revealed common grounds between these perspectives. From these common grounds we discuss the possibility of conceptualizing competency on a continuum instead of perpetuating the dichotomized discourses presented in the current literature. The integration of both perspectives gives the opportunity to rethink policies, structures and strategies of professional education toward an integrated perspective of professional development situated in a lifelong learning enterprise, achieving both minimal professional standards and excellence in healthcare practices from initial education throughout a career.
机译：关于能力的定义及其在卫生专业人员的教育计划中的应用的大多数研究都集中在语义问题上，而上下文的影响很少讨论或仅作为背景上下文呈现。本文的目的是获得对能力定义提出的问题的全面理解，并描述引起这些定义的背景因素。这是通过介绍综合能力的不同概念的文献综述的结果来实现的。我们对截至2015年的CINAHL，Embase，MEDLINE和PsycINFO数据库中列出的相关文献进行了分析。结果表明，作者基于两种不同的驱动力来定义能力，一种是针对专业法规，另一种是针对专业解放。分析揭示了这些观点之间的共同点。从这些共同点出发，我们讨论了在一个连续统上概念化能力的可能性，而不是延续当前文献中提出的二分话语。两种观点的融合为重新思考职业教育的政策，结构和策略提供了机会，使之成为终身学习企业中的专业发展的综合观点，既可以达到最低的专业标准，又可以在整个职业生涯中从初始教育中获得卓越的医疗保健实践。

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