A Competency Discussion for Tobacco Prevention and Control

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A Competency Discussion for Tobacco Prevention
and Control

• Kathleen R. Miner, PhD, MPH, CHES
• Step Up to Tobacco Control Conference
• St Louis, MO
• April 15, 2004

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Competence, like truth, beauty and contact
lenses, is in the eye of the beholder.
Laurence Peters
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A great many people think that they are thinking
when they are merely rearranging their
prejudices. William James
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WHY ALL THE FUSS ABOUT COMPETENCIES?

• Because
• They make explicit the expected performance of
  agencies and people.
• They link content to skills.
• They identify gaps in performance.
• They outline strategies to improve performance.
• They serve as indicators for quality assurance.
• They characterize professional practice.

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Competent Workforce
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Workforce Competencies

• Are statements of complex performance within the
  workplace, akin to the KSAs of job
  classifications.
• Can consist of a series of embedded tasks that
  are either sequential or parallel.
• Are demonstrated over long periods of time.
• Require contextual measurement.
• Allow for a range of indicators to measure
  competence.

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Examples of Workforce Competencies

• Public health departments will be able to
• initiate and manage community-based coalitions
  and/or partnerships public, private, and
  non-profit agencies in order to increase the
  adoption of clean in door air policies.
• Public health agencies will be able to
• develop, implement, and manage cost effective
  tobacco theory-based cessation programs.

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Instructional Competencies

• Are the guiding principles of curriculum design.
• Structure the learning activities.
• Require higher levels of performance to be built
  upon lower level ones.
• Determine the measurement indicators.
• Assume measurement in the short term.

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Examples of Instructional Competencies

• Tobacco prevention specialists will be able to
• integrate the trans-theoretical model into a
  tobacco prevention curriculum for parents of
  pre-teens.
• Tobacco cessation specialists will be able to
• adhere to the HIPPA regulations in record
  management.

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It is not what the teacher does that the student
learns. It is what the student does that the
student learns. Ralph Tyler
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The Anatomy of an Instructional Competency
Statement
Single Verb Specific Content
Instructional Design
Assessment
Indicators
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Competency Framework

• Provides structure to the lists of
  competencies.
• Places competencies in a hierarchical order.
• Identifies those competencies that are core from
  those that are specialized or advanced practice.
• Allows for comparison and linkages with other
  professional identities using the same framework.
  

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Levels of Prevention

• Primary Prevention
• prevents disease
• Example Smoking prevention
• Secondary Prevention
• early diagnosis and intervention
• Example Smoking cessation
• Tertiary Prevention
• inhibits the advancement of disease
• Example COPD management

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Instructional Competencies by Level of Prevention

• Public health professionals will be able to
• 10 manage a community coalition that advocates
  for clean in door policies.
• 20 review the literature for the efficacy of
  alternative approaches to smoking cessation.
• 30 develop procedures for the referral of
  clients who may need additional health care
  assistance.

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Eight Domains of Public Health Competencies

• Analytic Assessment
• Policy Development/Program Planning
• Communication
• Cultural Competency
• Community Dimensions of Practice
• Basic Public Health Science
• Financial Planning and Management
• Leadership and Systems Thinking

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Essential Important Suggested NA
Instructional Framework
Domain Area (8 domains) Topic Area
Competency A Learning Objective
1 Indicator(s) Learning Objective
2 Indicator(s) Competency B Learning
Objective 1 Indicator(s) Learning
Objective 2 Indicator(s)
Job relevance
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THORNY ISSUES

• What organization will manage/sanction/underwrite
  the tobacco competency process?
• How do academic and practice communities
  co-determine the competencies?
• Who determines the core competencies versus those
  that are specialized?
• How will the competencies be validated?
• Does professional practice require demonstration
  of the competencies?

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You can not tell which way the train is going by
looking at the tracks. Anon
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When I woke up this morning my girlfriend asked
me, 'Did you sleep good?' I said, 'No, I made a
few mistakes. Stephen
Wright