The use of a validated competency framework to guide the implementation of integrated care into the curriculum and accreditation of health and social care professionals in Australia
Bibliographic Data
| ID | 22425153 |
|---|---|
| Authors | Frances Barraclough (0000-0001-9230-7277, The University of Sydney, corresponding author), Sabrina Pit (0000-0003-2410-0703, The University of Sydney), Jennifer Smith-Merry (0000-0002-6705-2652, The University of Sydney) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Publication date | 2026-05-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-026-09342-0 |
| PMID | 42104379 |
| OpenAlex | W7160603449 |
| Language | EN |
| References cited | 25 |
BACKGROUND: Implementation of integrated care into the training of our health and social care workforce is lacking or inconsistent. This study engaged discipline leads across Australian higher education providers to ascertain whether a validated International Competency Framework for High-Quality Workforce Development in Integrated Care (the Framework) could be used to guide the implementation of integrated care into curriculum. METHODS: Twelve curriculum leads participated in individual interviews across different disciplines. Interviews focused on participants' understanding of integrated care and the potential utility of the Framework in their work. We used reflexive thematic analysis to identify the key themes across the data set. RESULTS: We identified barriers to implementing the Framework including a lack of understanding of what integrated care is and how the Framework can be used. Three main areas were identified in which the Framework could be implemented. These were: national workforce reform, curriculum transformation and leadership and culture. CONCLUSION: Our findings show training in integrated care needs to be mandated and incorporated into the training of health and social care professionals. Our Framework serves as a national standard for guiding this training.
Accreditation · Curriculum · Health care · Integrated care · Reflexivity · Social care · Thematic analysis · Workforce · Interdisciplinary Research and Collaboration · Interprofessional Education and Collaboration · Nursing Roles and Practices
Consolidated criteria for reporting qualitative research (Coreq)
Toward good practice in thematic analysis
The global health workforce stock and distribution in 2020 and 2030
Reflecting on reflexive thematic analysis
Workforce Development in Integrated Care
The Development, Description and Appraisal of an Emergent Multimethod Research Design to Study Workforce Changes in Integrated Care Interventions
An International Competency Framework for High-Quality Workforce Development in Integrated Care (IC)
| Highly cited | No |
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