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Competency Domains and learning objectives I. Multidimensional Nature of Pain II. Management of Pain References Introduction The widespread prevalence of pain demonstrates the need for comprehensive pain education for all health-care professionals. Yet not all require the same type of pain-related knowledge and skills.
As with other health professions, an objective of curricula is to instill the knowledge and skills necessary to advance the science and management of pain as part of an interprofessional team.
The fundamental concepts and complexity of pain include how pain is observed and assessed, collaborative approaches to treatment options, and application of pain competencies across the lifespan in the context of various settings, populations, and care-team models.
Typically, pain associated with acute tissue injury, infection, and trauma is short-lived and in many cases, resolves. What is not well understood is why following an initial injury, pain can persist or become recurrent in some people and not in others. Additionally, in some cases pain is puzzling, as it appears to start without a clear initiating injury or physical trauma.
Pain is always subjective and always real.
The nature of the relationship between tissue insult, injury, and pain is variable, with a number of contextual factors contributing to the experience of pain. These include biological, physical, psychological, occupational, social, cultural, and environmental factors.
Person-centered means designing health systems around the needs of people instead of diseases Issues in the caribbean curriculum health institutions, so that everyone community and individuals gets the right care, at the right time, in the right place.
In this regard, treatment interventions need to be designed to form part of an overall pain-management approach at the core of which lies self-management.
Knowledge alone is insufficient: Who is the curriculum intended for? Pre-licensure education was chosen because it represents the foundational period of entry-level professional education; however, application of these competencies is relevant to clinical learners well beyond pre-licensure training e.
Further, the burden of disease and health priorities vary across the developing and developed world. Consensus-derived competencies across four key domains have been developed to be relevant and applicable across all settings low, middle, and high-income countries and resourcing.
The specific learning objectives and outcomes underpinning these domains are intentionally designed to be flexible, allowing for adaptation that accommodates specific health settings or resourcing.
Therefore, the curriculum can be integrated within programs using whatever structural, regulatory, and educational approaches are deemed the most appropriate to meet local professional and program needs and the health priorities of that setting.
It is recommended that where possible, the curriculum should be taught as a discrete unit, with content and competencies horizontally and vertically aligned to other units of study such as physiology, anatomy, kinesiology, orthopedics, manual therapy, or physical agents.
Further, we recommend that as far as possible, the curriculum is delivered by educators and clinical supervisors with formal academic qualifications that include a background in pain science.
Moving from knowledge to competencies What is happening? IASP is reorienting all curricula towards competency-based education because educational goals in the form of agreed-upon competencies are important for achieving the long-term objective of improving the delivery of pain care, and incorporating pain competencies into the metrics used to assess both institutions and graduates by regulatory and accrediting bodies could lead to lasting improvements in pain education.
The version of this curriculum outline is available here. Why is this happening? Learning objectives often focus on what a learner should know knowledge-based curriculumwhereas competency-based education also focuses on what the learner should be able to do.
CBE focuses on the desired performance characteristics of health-care professionals, as opposed to what or how learners are taught. Thus, CBE shifts the metrics for judging the effectiveness of educational programs toward assessing the practical impact of education, instead of simply its content or process.
An interprofessional executive committee led a consensus-building process to develop these core competencies for pre-licensure health professional education. Multidimensional nature of pain Management of pain Pain conditions These domains address the fundamental concepts and complexity of pain; how pain is observed and assessed; collaborative approaches to treatment options; and application of competencies across the life span in the context of various settings, populations, and care-team models.
A set of values and guiding principles are embedded within each domain. The final list included 21 pain assessment and management core competencies under four domains. How is this curriculum structured? This document uses a hierarchical structure:FADF Overview. The African Caribbean Dance Theatre, Inc.
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