Background
Methods
Design
Search strategy
Eligibility criteria
Study selection
Quality appraisal
Data extraction
Qualitative synthesis
Results
Study selection
Results of the assessment of the methodological quality
Study | Title &Abstract | Introduction | Methods | Results/findings | Discussion | Others | Score | |||||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Title | Abstract | Problem formation | Purpose or research question | Qualitative approach & research paradigm | Researcher characteristics & reflexivity | Context | Sampling strategy | Ethics pertaining to subjects human | Data collection methods | Collection instruments & tech | Units of study | Data processing | Data analysis | Techniques to enhance trustworthiness | Synthesis & interpretation | Links to empirical data | Integration with prior work, transferability | Limitations | Conflict of interest | Funding | Out of a possible 21 | |
S1 | S2 | S3 | S4 | S5 | S6 | S7 | S8 | S9 | S10 | S11 | S12 | S13 | S14 | S15 | S16 | S17 | S18 | S19 | S20 | S21 | ||
Ablah et al [33] | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | 17 | ||||
Akbar et al [28] | X | X | X | X | X | X | X | X | X | X | X | X | X | 13 | ||||||||
Bornstein et al [34] | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | 16 | |||||
Conejero et al [35] | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | 15 | ||||||
Council on Linkages [27] | X | X | X | X | X | X | X | X | X | X | X | 11 | ||||||||||
Damari et al [26] | X | X | X | X | X | X | X | X | X | X | X | X | X | 13 | ||||||||
Joqerst et al [32] | X | X | X | X | X | X | X | X | X | X | X | X | X | X | 14 | |||||||
Lamb et al [31] | X | X | X | X | X | X | X | X | X | X | X | X | 12 | |||||||||
Margaret et al [30] | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | 17 | ||||
Rodriques et al [37] | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | 20 | |
Whittaker et al [36] | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | X | 18 | |||
Wright et al [29] | X | X | X | X | X | X | X | X | X | X | X | 11 |
The characteristics of the included studies
Author/year/country | Aim | Study design | Population | Data collection | Data analysis | Theme reported by authors |
---|---|---|---|---|---|---|
Ablah et al (2014) USA [33] | To develope standardized global health competency model existed for master-level public health students | Qualitative | Expert- N:11 | multistage modified-Delphi process | Thematic | I, II, III,V, VI |
Akbar et al(2005) Australia [28] | To identify the core competencies they require, and the implications for education and training of international health Practitioners. | Qualitative | Consultants, key NGOs Members and education and training providers-N = 19 | Semi-structured interviews/ group interview | Frame work analysis | I, II, III, IV, VI |
Bornstein et al (2015) Canada [34] | To develop an enriched set of core competencies for health services and policy research (HSPR) doctoral training | Qualitative | relevant stakeholders groups-N = 19 | Semi-structured interview | Triangulation | I, II, III, IV, VI |
Conejero et al(2013) USA [35] | To find the core competencies that all professionals working in public health and health service delivery should possess | Qualitative | Experts-N:225 | Expert panels | Frame work analysis/ situation Analysis | I, II, III, IV, VI, VII |
Council on Linkages (2014) USA [27] | To find Core Competencies for Public Health Professionals | Qualitative | Experts-N: 350 | Conference call/ Workgroup | Not exist | I, II, III, IV, V, VI |
Damari et al (2017) Iran [26] | Aims to determine the competencies of the activists in public health. | Qualitative | Stakeholders/members from faculties-N = 7 | Structured interview/Focused group discussions | Content analysis method | I, II, III, IV, V, VI |
Joqerst et al (2015) USA [32] | To describe the Subcommittee’s work and proposed list of inter professional global health competencies. | Qualitative | Experts- N:11 | Call interviews | Mixed method | I, II, III, IV, V, VI, VII |
Lamb et al (2010) USA [31] | To identify inter professional competencies in healthcare | Qualitative | Not exist | Not exist | Narrative | I, II, V |
Margaret et al (2012) Ireland [30] | To Developing Competencies and Professional Standards for Health Promotion in Europe | Qualitative | StakeholdersN = 33 | Delphi survey monkey | Delphi survey/ Focus groups | I, II, IV, V, VI |
Rodriques et al (2013) Spain [37] | To identify current and future competencies (managers and technicians) for public health professionals in Catalonia | Qualitative | Health professionalsN = 31 | Semi-structured interview | Phenomenological approach | I, II, III, IV, V, VI, VII |
Whittaker et al (2015) Australia [36] | To identify the minimum HIS competencies that could be expected in Low and middle income countries that do not have advanced technology | Qualitative | HIS Specialist | Delphi approach, expert panel | Content analysis | I, IV |
Wright et al (2008) UK [29] | To describe how the UK Public Health Skills and Career Framework was developed | Qualitative | Experts | workshops | Not exist | I, II, III, IV, V, VI |
Thematic analysis results
The first theme: leadership and management competencies
Policy development competencies
Planning competencies
Management control competencies
Performance management competencies
Financial planning competencies
Implementation competencies
Team management and people supervision competencies
Empowerment and consultation competencies
Knowledge management competencies
Change management competencies
Resources management competencies
Risk management competencies
Conflict management competencies
Information management competencies
The second theme: analyzing, interpreting and reporting competencies
Basic analysis competencies
Identifying a topic, problem, or issue
Gathering information and interpreting
Developing solutions or furthering your understanding of topics
Testing solutions or new ideas based on what they have learned
Post-analysis, or reviewing what solutions worked competencies
The third theme: public health knowledge competencies
Basic public health skills
Knowledge of vision, mission, goals, and health strategies
Knowledge of health structures
Knowledge of health procedures
Ability to apply public health science in field competencies
Health equity and social justice
Health promotion and social participation
The fourth theme: interpersonal relationship competencies
The fifth theme: personality competencies
The sixth theme: cultural and community competencies
Understand the role of community health actors
Strategies and activities for diversity in the community
Socio-cultural and political awareness
Community strengthening
Advocacy skill
Building relationships with people from different cultures
Understanding of culture competencies
The seventh theme: international/ global health competencies
Themes | Subthemes | Example of codes | Sub-themes References |
---|---|---|---|
Leadership and management competencies | Policy Development competencies | - Identify where new policies and strategies are needed - Develop and implement policies and strategies in area of work - Examines the feasibility and implication of policies | |
Planning competencies | - Set strategic direction and vision for health - Contributes to development of organizational strategic plan - Knowledge about planning and program management | ||
Management control competencies | - Lead on the evaluation of interventions - control the organization - Monitors current and projected trends | ||
performance management competencies | - Develops performance management systems - Uses performance management systems for program - Describes program performance standards and measures | ||
Financial Planning competencies | - Uses administrative processes for budgeting - Develops program budgets - Defends program budgets | ||
Implementation competencies | - Implement interventions - Implements policies and procedures of the administrative units - Implements organizational strategic plan | ||
Team management and people supervision competencies | - Apply leadership practices that support team effectiveness - Lead interdisciplinary groups that work in a coordinated manner - Describes how teams help achieve program, organizational goals | ||
Empowerment and consultation skill competencies | - Facilitate the development of personal skills - Ensures use of professional development opportunities - Describes ways to improve individual and program performance | ||
Knowledge management competencies | - Apply technical knowledge in work - Knowledge management capacity - Incorporate new knowledge to respond challenges | ||
Change management competencies | - Anticipating the changes in your environment - Managing change in response to dynamic, evolving - Describes the impact of changes on organizational practices | ||
Resources management competencies | - Describes and identifies assets and resources - Select credible sources - Contribute to mobilizing and managing resources | ||
Risk management competencies | - Perform disaster risk assessments - Design disaster risk management plans for natural - Design investment projects for reducing the health risks | ||
Conflict Management competencies | - Apply strategies to minimize conflicts - Apply strategies to minimize conflicts - Capacity to manage conflicts between people | ||
Information management competencies | - Knowledge about information systems - Knowledge about information technologies - Ability to analyze information to know the health status | ||
Analyzing, Interpreting and Reporting competencies | Basic analysis competencies | - Basic computer skills to work with computer scientists - Describes factors affecting the health - Analyzes quantitative and qualitative | |
Identifying a topic, problem or issue competencies | - Analyze distribution of resources to meet the health needs - Determine priorities for research - Assess the needs and problems of individuals, families, groups | ||
Gathering information and Interpreting competencies | - prioritize, interpret - providing data and evidence for executives and policy makers - Accurately interpret the dominant | ||
Developing solutions or furthering your understanding of topics competencies | - Set a culture of continuous evidence-based improvement - Uses evidence in developing, implementing, evaluating - Applying evidence-based approaches to solve issues | ||
Testing solutions or new ideas based on what you’ve learned competencies | - Recognizes limitations of evidence - Use culturally and ethically appropriate assessment approach - Apply the results of the research to the population | ||
Post-analysis, or reviewing what solutions worked competencies | - Integrate evaluation into the planning and implementation - Use evaluation findings to refine and improve - Analysis and Evaluation of Health-Related Policies and Programs | ||
Public Health knowledge competencies | Basic public health competencies | - Describes prominent events in the history of public health - Discusses the scientific foundation of the field of public health - Basic knowledge of service quality management | |
knowledge of vision, mission, goals and health strategies competencies | - Know the lines of the institution where you work - Integrative vision of the health concept - mission, values and objectives of the Public Health Agency | ||
Knowledge of health structures competencies | - Describes public health as part of a larger inter-related system - Global knowledge about the organization in which they work - Knowledge of the public health organization chart | ||
Knowledge of health procedures competencies | - Identify minimum or basic safety conditions in health care delivery - understand result chains, knowledge of primary health care | ||
Ability to apply public health science in field competencies | - Orientation to the preservation of the health of the population - Health protection operations - to | ||
Health equity and social justice competencies | - Promote quality assurance, safety standards to reduce inequity - Support the principles of equity, using the social determinants - Implement plans, strategies and activities that increase equity | ||
Health promotion and social participation competencies | - Knowledge about health promotion and health education - Develop strategies using the health promotion approach - Assess the focus and scope of health promotion through needs | ||
Interpersonal relationship competencies | Empathy competencies | - Empathy, understanding and respect - Ability to use common sense | |
Negotiation competencies | - Improve the health through effective use of negotiating - Ability to relate - Negotiation capacity (especially in management positions) | ||
Communication competencies | - Communication through new technologies - Use effective communication skills - Communicate with intelligible way | ||
Teamwork competencies (including interdisciplinary teams) | - Work in multidisciplinary teams - Feeling of belonging to the group and the organization - Team culture (orient the work to the success of the team) | ||
Networking competencies | - Participate in integrated care networks with the different level - Interest Facilitate the development and sustainability to network in promoting agreement, consensus and cohesion among - Ability to work in a network | ||
Personality competencies | Ethical reasoning competencies | - Applies ethical principles in any public health subject - Incorporates ethical standards into all interaction - ability to understand and resolve common ethical issues | |
Critical thinking competencies | - Have initiative, personal disposition | [37] | |
Problem solving competencies | - problem solving - problem solving skills | ||
Attitude toward public health competencies | - Adheres to organizational policies and procedures - Rigorous attitude towards everyday tasks - Vocational attitude towards public health | ||
Self-awareness competencies | - Work capacity and dedication - Involvement and motivation - Responsible attitude, adaptability and flexibility | [37] | |
Decision making competencies | - Makes evidence-based decisions - Take decisions - Willingness to provide decisions | ||
Creative thinking competencies | - Develop an idea from the beginning to the end - Ability to work in a systematic, structured and organized way - Ability to innovate | ||
Individual updating competencies | - work with a multidisciplinary perspective - Stay updated on knowledge - Open attitude towards learning | ||
Cultural and community competencies | Understand the role of community health actors competencies | - Communicate joint lessons learned to community partners and global - Demonstrate diplomacy and build trust with community partners - Identifies agencies with authority to address specific health need | |
Strategies and Activities for diversity in community competencies | - Describes diversity of individuals, populations in a community - Describes the concept of diversity as it applies to population - Advocates for a diverse public health workforce | ||
Socio cultural and political awareness competencies | - Demonstrate a commitment to social responsibility - Assesses effects of policies, programs, services on populations - List major social and economic determinants of health | ||
Community strengthening competencies | - Engages community members to improve health in a community - Integrate community assets and resources to improve the health - Create strategies with the community to strengthen community | ||
Advocacy skill, collaborating and partnering competencies | - Advocates for policies, programs, and resources that improve health - Advocate across sectors for the development - Ability to absorb advocacy from politicians | ||
Building Relationships with People from Different Cultures competencies | - Engages community members to improve health in a community - Identifies relationships that are affecting health in a community - Establishes relationships to improve health in a community | ||
Understanding of Culture competencies | - Work independently in complex cultural setting - Adapt to diverse educational and cultural backgrounds - Having knowledge of sociology | ||
International/ Global health competencies | Global health knowledge competencies | - Recognize the local implications of global health events - Recognize the global dimensions of local health action - Describe general trends& influences the global availability of HRH | |
Global health vision competencies | - Apply social justice and human rights principles in addressing - Ability of global vision - Global and integrative vision of public health | ||
Absorb global advocacy for health competencies | - Engage non-governmental organizations and encourage advocacy - Collaborating with diverse communities to solve health problems |