Core Competencies for Injury

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Core Competenciesfor Injury Violence
Preventionin Public Health Practice

• Thomas Songer, PhD
• Shelli Stephens-Stidham, MPH
• Corinne Peek-Asa, PhD
• for the
• National Training Initiative

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National Training Initiative for Injury
ViolencePrevention (NTI)
www.injuryed.org
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Goals

• Reduce mortality and morbidity from injury and
  violence in the USA and Territories
• Through enhancement of infrastructure and core
  capacity of state and local violence and injury
  prevention programs
• By enlarging the pool of trained injury and
  violence prevention practitioners

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Rationale

• seek to identify a set of core competencies
  pertaining to violence and injury prevention
• The core competencies are designed to..
• represent a set of skills knowledge necessary
  for the broad practice of violence and injury
  prevention and control
• will guide curriculum and content development for
  training programs
• can guide workforce development efforts

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Competencies Development Review Process
5. Open for Public Comment
3. Nominate and Appoint Expert Panel of 53
Injury Violence Experts
2. Develop a Review Process
4. Receive Recommendations from Expert Panel
7. Announce Distribute Injury
Violence Prevention Competencies
1. Draft the Essentials of injury
violence prevention
6. Finalize the Injury Violence Prevention Compe
tencies
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Expert Panel

• 14 years average experience as an injury or
  violence prevention professional
• 28 expert in unintentional injury
• 8 expert in violence
• 43 expert in both areas
• 26 academics
• 59 manager/supervisor
• 34 coalition leader or program coordinator
• 34 health educator

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Public Comment

• 48 respondents
• 32 distinct agencies/organizations
• 8 state and local health departments
• 4 federal government agencies
• 5 academic centers
• 7 advocacy based organizations
• 8 clinical care centers

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Core Competencies

• 1. Ability to describe and explain injury and/or
  violence as a major social and health problem
• 2. Ability to access, interpret, use and present
  injury and/or violence data
• 3. Ability to design and implement injury and/or
  violence prevention activities

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Core Competencies

• 4. Ability to evaluate injury and/or violence
  prevention activities
• 5. Ability to build and manage an injury and/or
  violence prevention program
• 6. Ability to disseminate information related to
  injury and/or violence prevention to the
  community, other professionals, key policy makers
  and leaders through diverse communication
  networks

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Core Competencies

• 7. Ability to stimulate change related to injury
  and/or violence prevention through policy,
  enforcement, advocacy, and education
• 8. Ability to maintain and further develop
  competency as an injury and/or violence
  prevention professional
• 8. Demonstrate the knowledge, skills and best
  practices necessary to address at least one
  specific injury and/or violence topic and be able
  to serve as a resource regarding that area

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Each competency has measurablelearning objectives

• 1. Ability to describe and explain injury and/or
  violence as a major social and health problem
• To achieve competency, participants will be able
  to
• a. define injury and violence
• b. describe how injury and violence compare with
• other leading causes of mortality and morbidity
• e. demonstrate how conceptual models are used to
  
• describe the multiple factors underlying
  violence
• and injury

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Scope of the Core Competencies

• Injury and Violence Prevention is a broad field
  encompassing several disciplines
• The competencies were developed with a primary
  focus on an audience of public health
  practitioners
• We recognized that the competencies might also be
  applied to other practitioners
• Wording was phrased to improve application across
  several disciplines

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Guiding principles

• Workforce development should be competency based,
  but there should not be the expectation that a
  single uniform curriculum is necessary to
  accomplish this goal. Curriculum should be
  matched to the needs of the audience.
• These core competencies will intersect and
  overlap, in some instances, with other existing
  competencies.

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Next steps

• Disseminate competencies to a wide audience
• Build training materials in several domains based
  upon the core competencies