An International Competency Framework for High-Quality Workforce Development in Integrated Care (IC): A Modified Delphi Study Among Global Participants

Frances Barraclough; Jennifer Smith-Merry; Viktoria Stein; Sabrina Pit

doi:10.5334/ijic.8258

An International Competency Framework for High-Quality Workforce Development in Integrated Care (IC): A Modified Delphi Study Among Global Participants

Int J Integr Care. 2024 Apr 29;24(2):11. doi: 10.5334/ijic.8258. eCollection 2024 Apr-Jun.

Authors

Frances Barraclough¹, Jennifer Smith-Merry², Viktoria Stein³, Sabrina Pit^{4

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Affiliations

¹ University Centre for Rural Health, School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, NSW, Australia.
² Centre for Disability Research and Policy, School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, NSW, Australia.
³ Co-CEO VM Partners Integrating Health and Care, Department for Public Health and Primary Care, Leiden University Medical Centre, 2333, The Hague, The Netherlands.
⁴ Work Wiser International, Lennox Head, NSW, Australia.
⁵ University Centre for Rural Health, Faculty of Medicine and Health, The University of Sydney, NSW, Australia.
⁶ School of medicine, Western Sydney University, NSW, Australia.

Abstract

Introduction: There have been increasing calls in the literature recommending training in integrated care (IC) for health and social care professionals. Although studies have focused on different stakeholders' perceptions of education and training, there is no consistent definition of the key competencies or approach to implementing these competencies among health and social care providers. This study used a modified Delphi consensus-building method with global panellists with experience in delivering and designing training in IC to ascertain which competencies are important in an international framework guiding workforce development in IC.

Methods: A four-step methodological process was used. First, a scoping review identified a potential list of competencies and features of education and training in IC. Second, predefined criteria were used to identify global panellists with IC education experience. Third, two anonymous iterative Delphi rounds were conducted to (1) reach a consensus on the level of importance of the competencies and key themes to be included and (2) identify existing models of training in IC. This was followed by the analysis of the Delphi study and presentation of the results.

Results: A list of eight domains and 40 competencies was generated. Twenty-one panellists reviewed the competencies in the first and second round. The highest importance rankings were allocated to person-centred care, interprofessional teamwork and care coordination. The lower-ranking domains focused on professional workforce attributes.

Discussion and conclusion: The study provides a global consensus on the competencies required for workforce training and development in IC and offers recommendations on how these competencies can be implemented in higher education and vocational institutions and workplace settings. The results will be useful for developing policy and curriculum by health and education providers and accreditation bodies.

Keywords: Delphi study; competencies; education; education framework; health workforce; integrated care; training; workforce development.