江苏省听力语言康复从业人员胜任力状况调查研究

doi:10.3969/j.issn.1006-9771.2024.04.003

Abstract

Abstract:

Objective To analyze the competency status of hearing and speech rehabilitation professionals in Jiangsu province and propose policy recommendations.

Methods From September to December, 2023, a questionnaire on the competency status of hearing and speech rehabilitation professionals was distributed online to 312 professionals from 19 rehabilitation institutions and eleven special schools in Jiangsu province. Additionally, some staff members from the involved units were interviewed online using an interview outline.

Results The education level of professionals in hearing and speech rehabilitation was generally low, with over 67% holding associate degree, nearly 30% holding bachelor's degree, and less than 4% with post-graduate degree. More than 50% of these professionals had obtained their current qualifications through continuing education and other means. The professional titles of hearing and speech rehabilitation workers were generally low, with nearly 80% holding only junior title or no title at all. About 50% of professionals in this field reported have some knowledge or a thorough understanding of child development, preschool education theory, hearing aids, and speech and speech rehabilitation training. Over 60% of professionals were not very familiar with or completely unfamiliar with scientific research, curriculum development, rehabilitation theory, and speech pathology; about 50% of professionals had only some understanding of professional skills, and only about 45% had a thorough understanding of them. 50% of professionals did a good or very good job in developing individualized training plans and providing family rehabilitation guidance, while more than 30% perform average; nearly 30% had never been involved in curriculum development, and about 60% had not participated in any research projects; over 80% performed well or very well in teaching design and rehabilitation effect evaluation, nearly 70% did well or very well in teaching activities, but professionals were relatively weak in preschool education skills such as speaking, drawing, singing and dancing.

Conclusion The overall shortage of human resources in the field of hearing and speech rehabilitation is characterized by insufficient educational supply, inadequately designed career paths, and the need for more comprehensive post-qualification training resources. Most personnel have an inadequate understanding of rehabilitation theories and speech pathology, and they significantly lack abilities in scientific research and curriculum development, with weak skills in preschool education. It is necessary to study the distribution of human resources and the competency status of hearing and speech rehabilitation professionals according to the World Health Organization rehabilitation competency framework. Based on service demands, it is crucial to develop human resource development plans, design continuing education programs and curricula, establish competency standards for hearing and speech rehabilitation personnel, and carry out professional competency assessments and continuing education and training to enhance the capacity and quality of hearing and speech rehabilitation services.

Key words: hearing and speech rehabilitation, professional, rehabilitation competency framework

CLC Number:

LENG Qing, ZHANG Ying, ZHANG Weifeng. Survey on competency status of hearing and speech rehabilitation professionals in Jiangsu, China[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(4): 389-396.

Figures/Tables 4

Table 1

Table 2

Table 3

Table 4

References 26

[1]	世界卫生组织. 康复胜任力架构[J]. 邱卓英,郭键勋,孙宏伟,等, 译. 中国康复理论与实践, 2022, 28(3): 249-264. doi: 10.3969/j.issn.1006-9771.2022.03.001
	World Health Organization. Rehabilitation competency framework[J]. QIU Z Y, KWOK J K F, SUN H W, et al., trans. Chin J Rehabil Theory Pract, 2022, 28(3): 249-264.
[2]	邱卓英, 郭键勋, 孙宏伟, 等. 世界卫生组织康复胜任力架构及其在康复领域的系统应用:理论架构、方法和应用领域[J]. 中国康复理论与实践, 2022, 28(3): 265-274. doi: 10.3969/j.issn.1006-9771.2022.03.002
	QIU Z Y, KWOK J K F, SUN H W, et al. Systematic implementation of World Health Organization rehabilitation competency framework in rehabilitation: conceptual framework, approaches and application[J]. Chin J Rehabil Theory Pract, 2022, 28(3): 265-274.
[3]	American Speech-Language-Hearing Association. Speech-Language-Pathologist[EB/OL]. [2024-01-15]. https://www.asha.org/public/Who-Are-Speech-Language-Pathologist.
[4]	世界卫生组织. 康复胜任力架构[M]. 邱卓英,郭键勋,孙宏伟,等, 译. 香港: 香港复康会, 2021.
	World Health Organization. Rehabilitation Competency Framework[M]. QIU Z Y, KWOK J K F, SUN H W, et al., trans. Hong Kong: Hong Kong Rehabilitation Association, 2021.
[5]	International Labour Organization. International Standard Classification of Occupations (ISCO-08)[S]. Geneva: International Labour Organization, 2012.
[6]	胡伟斌, 刘巧云, 赵航, 等. 基于世界卫生组织康复胜任力架构的教育康复学专业课程开发初探[J]. 中国康复理论与实践, 2023, 29(11): 1268-1275. doi: 10.3969/j.issn.1006-9771.2023.11.004
	HU W B, LIU Q Y, ZHAO H, et al. Developing curriculum of specialty of education and rehabilitation using WHO rehabilitation competency framework[J]. Chin J Rehabil Theory Pract, 2023, 29(11): 1268-1275.
[7]	陈仁吉. 言语康复指南[M]. 北京: 人民卫生出版社, 2023:523-553.
	CHEN R J. Guidelines for speech rehabilitation[M]. Beijing: People's Health Publishing House, 2023: 523-553.
[8]	张奕雯, Lancy HUANG, 邱卓英, 等. 基于世界卫生组织国际分类家族构建言语嗓音功能障碍的诊断、评估和康复体系[J]. 中国康复理论与实践, 2020, 26(1): 37-44. doi: 10.3969/j.issn.1006-9771.2020.01.006
	ZHANG Y W, HUANG L, QIU Z Y, et al. Construction of system of diagnosis, assessment and rehabilitation interventions for impairment of speech and voice function using WHO Family International Classificiations[J]. Chin J Rehabil Theory Pract, 2020, 26 (1): 37-44.
[9]	管莹, 赵得琴, 张伟锋, 等. 智力障碍儿童个别化康复训练计划的制订与实施[M]. 北京: 北京出版社, 2018: 22-52.
	GUAN Y, ZHAO D Q, ZHANG W F, et al. Development and implementation of individualized rehabilitation training plans for children with intellectual disabilities[M]. Beijing: Beijing Publishing House, 2018: 22-52.
[10]	杨秀莲, 秦毽, 先元涛, 等. 基于世界卫生组织康复胜任力架构构建残疾人家庭医生团队康复基础培训课程[J]. 中国康复理论与实践, 2023, 29(11): 1249-1260. doi: 10.3969/j.issn.1006-9771.2023.11.002
	YANG X L, QIN J, XIAN Y T, et al. Construction of basic rehabilitation training course for family doctor teams serving for people with disabilities based on WHO rehabilitation competency framework[J]. Chin J Rehabil Theory Pract, 2023, 29(11): 1249-1260.
[11]	郝传萍, 邱卓英, 李安巧, 等. 基于康复胜任力架构的本科层次特殊教育专业设置研究[J]. 中国康复理论与实践, 2022, 28(3): 306-317. doi: 10.3969/j.issn.1006-9771.2022.03.006
	HAO C P, QIU Z Y, LI A Q, et al. Specialty setting of undergraduate special education using World Health Organization rehabilitation competency framework[J]. Chin J Rehabil Theory Pract, 2022, 28(3): 306-317.
[12]	盛斌. 江西省听力语言康复师师资现状调查研究[J]. 南昌教育学院学报, 2018, 33(6): 117-121.
	SHENG B. Investigation and research on the present situation of hearing and language rehabilitation teachers in Jiangxi province[J]. J Nanchang Educ College, 2018, 33(6): 117-121.
[13]	李永勤, 朱月情, 林海英. 上海市听障儿童康复教师专业化发展现状及需求调查研究[J]. 中国听力语言康复科学杂志, 2017, 15(3): 219-221.
	LI Y Q, ZHU Y Q, LIN H Y. The study of the current situation and needs on professional development for aural rehabilitation teachers in Shanghai[J]. Chin J Hearing Language Rehabil Sci, 2017, 15(3): 219-221.
[14]	冯清源, 曹永茂, 陶泽璋. 家庭支持力度与听障儿童康复效果相关性的研究进展[J]. 听力学及言语疾病杂志, 2024, 32(2): 172-175.
	FENG Q Y, CAO Y M, TAO Z Z. Research progress on the correlation between family support intensity and rehabilitation outcomes in children with hearing impairment[J]. J Audiol Speech Disord, 2024, 32(2): 172-175.
[15]	井淇, 孙宏伟, 邱卓英. 国际康复人力资源构成和配置及其对发展现代康复高等教育的启示[J]. 中国康复理论与实践, 2018, 24(9): 1011-1017. doi: 10.3969/j.issn.1006-9771.2018.09.004
	JING Q, SUN H W, QIU Z Y. Composition and allocation of rehabilitation workforces: implications to development of higher education of modern rehabilitation[J]. Chin J Rehabil Theory Pract, 2018, 24(9): 1011-1017.
[16]	孙舒悦, 欧阳筱瑶, 王家琛, 等. 基于文献计量的我国康复治疗人力资源研究现状[J]. 医学与社会, 2023, 36(1):23-28.
	SUN S Y, OU YANG X Y, WANG J C, et al. Research status of human resources of rehabilitation therapy in China based on bibliometrics[J]. Med Soc, 2023, 36(1): 23-28.
[17]	吴芳, 井淇, 邱卓英, 等. 基于世界卫生组织康复胜任力架构的康复人力资源管理理论与应用[J]. 中国康复理论与实践, 2022, 28(3): 275-284. doi: 10.3969/j.issn.1006-9771.2022.03.003
	WU F, JING Q, QIU Z Y, et al. Conceptual framework and its application of World Health Organization rehabilitation competency framework in rehabilitation human resource management[J]. Chin J Rehabil Theory Pract, 2022, 28(3): 275-284.
[18]	汤修齐, 邱服冰, 邱卓英, 等. 国际康复政策架构与核心内容研究:基于世界卫生组织康复政策文件的内容分析[J]. 中国康复理论与实践, 2021, 27(9): 996-1005. doi: 10.3969/j.issn.1006-9771.2021.09.002
	TANG X Q, QIU F B, QIU Z Y, et al. Theoretical framework and key elements of international rehabilitation policy: contents analysis of WHO rehabilitation policy documents[J]. Chin J Rehabil Theory Pract, 2021, 27(9): 996-1005.
[19]	吴世彩. 发展康复高等教育实现现代康复价值[J]. 中国康复理论与实践, 2018, 24(9): 993-1000. doi: 10.3969/j.issn.1006-9771.2018.09.001
	WU S C. Development of Higher Education of Rehabilitation: Realizing the Values of Modern Rehabilitation[J]. Chin J Rehabil Theory Pract, 2018, 24(9): 993-1000.
[20]	EATON J S. Accreditation and competency-Based education[J]. J Competency-Based Educ, 2016, 1(1): 12-16. doi: 10.1002/cbe2.2016.1.issue-1
[21]	李欣章. 建立与发展中国康复高等教育体系[J]. 中国康复理论与实践, 2018, 24(9): 1001-1005. doi: 10.3969/j.issn.1006-9771.2018.09.002
	LI X Z. Establishment and development of higher education system of rehabilitation in China[J]. Chin J Rehabil Theory Pract, 2018, 24(9): 1001-1005.
[22]	肖晓飞, 刘妤姝, 杨亚茹, 等. 世界卫生组织康复胜任力架构在康复科学教育体系和课程开发中的应用[J]. 中国康复理论与实践, 2023, 29(11): 1261-1267. doi: 10.3969/j.issn.1006-9771.2023.11.003
	XIAO X F, LIU Y S, YANG Y R, et al. Application of WHO rehabilitation competency framework in development of rehabilitation science education system and curriculum[J]. Chin J Rehabil Theory Pract, 2023, 29(11): 1261-1267.
[23]	张云舒, 刘巧云, 陈思齐, 等. 基于"互联网+"的言语康复师培训模式的构建与实施[J]. 残疾人研究, 2019(1): 75-79.
	ZHANG Y S, LIU Q Y, CHEN S Q, et al. Construction and implementing of training model of speech-language pathologists based on internet plus[J]. Res Disabl, 2019(1): 75-79.
[24]	唐乐天, 刘妤姝, 马可, 等. 基于世界卫生组织康复胜任力架构构建我国康复核心专业本科教学内容体系[J]. 中国康复理论与实践, 2023, 29(11): 1276-1285. doi: 10.3969/j.issn.1006-9771.2023.11.005
	TANG L T, LIU Y S, MA K, et al. Systematic construction of undergraduate curriculum for rehabilitation based on WHO rehabilitation competency framework[J]. Chin J Rehabil Theory Pract, 2023, 29(11): 1276-1285.
[25]	段明雪, 井淇, 邱卓英, 等. 基于世界卫生组织康复胜任力架构的康复工作者绩效评价研究[J]. 中国康复理论与实践, 2022, 28(3): 285-294. doi: 10.3969/j.issn.1006-9771.2022.03.004
	DUAN M X, JING Q, QIU Z Y, et al. Performance evaluation of rehabilitation workers using World Health Organization rehabilitation competency framework[J]. Chin J Rehabil Theory Pract, 2022, 28(3): 285-294.
[26]	邹敏, 孙宏伟, 邱卓英, 等. 基于世界卫生组织康复胜任力架构的康复心理学专业人才胜任力研究[J]. 中国康复理论与实践, 2022, 28(3): 327-334. doi: 10.3969/j.issn.1006-9771.2022.03.008
	ZOU M, SUN H W, QIU Z Y, et al. Research on competency of professionals in rehabilitation psychology using World Health Organization rehabilitation competency framework[J]. Chin J Rehabil Theory Pract, 2022, 28(3): 327-334.

项目	项目内容	人数/n	比例/%
学历层次	大专	210	67.31
	本科	90	28.85
	研究生	12	3.85
获取最高学历的途径	全日制脱产学习	144	46.15
	继续教育	144	46.15
	其他	24	7.69
教育背景	特殊教育	66	21.15
	康复专业	45	14.42
	学前教育	99	31.73
	其他	9	2.88
	非专业且无系统培训	93	29.81
职称等级	高级	18	5.77
	中级	54	17.31
	初级	66	21.15
	未取得职称	174	55.77

项目		根本不了解	不太了解	有些了解	理解透彻	理解很透彻
教育基础知识	儿童发展	6(1.92)	159(50.96)	114(36.54)	30(9.62)	3(0.92)
	学前教育理论	12(3.85)	12(41.35)	12(41.35)	33(10.58)	9(2.85)
	科学研究	90(28.85)	135(43.27)	63(20.19)	12(3.85)	12(3.85)
	课程开发	99(31.73)	126(40.38)	73(23.40)	6(1.92)	8(2.56)
康复基础知识	康复理论	36(11.54)	147(47.12)	105(33.65)	9(2.88)	15(4.81)
	法律法规	60(19.23)	183(58.65)	48(15.38)	9(2.88)	12(3.85)
	发展历史	66(21.15)	138(44.23)	90(28.85)	9(2.88)	9(2.85)
听力语言康复相关知识	耳科学	33(10.58)	183(58.65)	78(25.00)	3(0.96)	15(4.81)
	听力检测	21(6.73)	183(58.65)	96(30.77)	6(1.92)	6(1.92)
	助听辅具	6(1.92)	138(44.23)	144(46.15)	12(3.85)	12(3.85)
	听力障碍儿童心理	33(10.58)	138(44.23)	117(37.50)	18(5.77)	6(1.92)
	言语病理学	48(15.38)	189(60.58)	51(16.35)	6(1.92)	18(5.77)
	言语-语言康复训练	6(1.92)	126(40.38)	156(50.00)	9(2.88)	15(4.81)

项目	做得很差	做得较差	做得一般	做得较好	做得很好
听能管理	3(0.96)	32(10.18)	147(47.23)	124(39.74)	6(2.01)
听觉言语康复训练(含听觉口语法)	0	17(5.51)	156(50.16)	129(41.21)	10(3.11)
制定个别化训练计划	5(1.60)	11(3.52)	126(40.44)	137(44.03)	32(10.38)
家庭康复指导	5(1.60)	31(9.94)	112(35.90)	128(41.02)	36(11.53)
课程开发	88(28.85)	37(11.86)	137(43.91)	47(15.06)	2(0.64)
科学研究	179(57.52)	53(17.03)	48(15.28)	32(10.16)	0

项目	做得一般	做得较好	做得很好
教学设计	39(12.50)	216(69.23)	57(18.27)
教学活动	96(30.76)	183(58.65)	33(10.58)
康复效果评价	51(16.34)	204(65.38)	57(18.27)

Survey on competency status of hearing and speech rehabilitation professionals in Jiangsu, China

RichHTML

PDF (PC)

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 4

References 26

Related Articles 15

Metrics

Comments

Recommended 0

[1]	TANG Qiang, ZHENG Shuang, WANG Lei, WANG Yan, LI Baolong, LIU Guijun, ZHU Luwen. Development of traditional Chinese medicine rehabilitation curriculum based on World Health Organization rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(7): 862-868.
[2]	YANG Yanyan, QIU Zhuoying, YU Boyang, LIU Xiaoxie, LIU Jingyu, XIONG Kehui, LÜ Minghan, CHU Hongling, ZHOU Mouwang. Survey of rehabilitation competency of Chinese rehabilitation physicians using WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1241-1248.
[3]	YANG Xiulian, QIN Jian, XIAN Yuantao, LIU Hongliang, YANG Yaru, XIANG Youyu, LUO Jie, ZHONG Shixun, ZHONG Yu, ZHOU Sujun, SU Hong, XIAO Hongmei, ZHOU Xinjian. Construction of basic rehabilitation training course for family doctor teams serving for people with disabilities based on WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1249-1260.
[4]	XIAO Xiaofei, LIU Yushu, YANG Yaru, QIU Zhuoying. Application of WHO rehabilitation competency framework in development of rehabilitation science education system and curriculum [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1261-1267.
[5]	HU Weibin, LIU Qiaoyun, ZHAO Hang, LU Haidan, ZHANG Yuhong, WANG Jie. Developing curriculum of speciality of education and rehabilitation using WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1268-1275.
[6]	TANG Letian, LIU Yushu, MA Ke, YANG Ying, CUI Liangbo, XIAO Xiaofei. Systematic construction of undergraduate curriculum for rehabilitation based on WHO rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2023, 29(11): 1276-1285.
[7]	GUO Lei,JIA Xiufen,LIU Tao. Relationship among professional identity, learning motivation and learning engagement in rehabilitation technology students in higher vocational education [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(9): 1110-1116.
[8]	YANG Yaru,LU Yan. Exploring pedagogical content knowledge of adaptive physical education for teachers using WHO Rehabilitation Competency Framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(5): 559-567.
[9]	XIAO Xiaofei, QIU Zhuoying, SUN Hongwei, LI Anqiao. Development of programmes and curriculum of physical therapy at undergraduate level using ICF and rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 295-305.
[10]	HAO Chuanping, QIU Zhuoying, LI Anqiao, HAN Xiao, WANG Shaopu, XIAO Xiaofei. Specialty setting of undergraduate special education using World Health Organization rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 306-317.
[11]	HUANG Kai, LU Yan, QIU Zhuoying, JIANG Xiaoqing, HAO Chuanping, LIU Zhe. Specialty system of special physical education at master's level based on World Health Organization rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 318-326.
[12]	ZOU Min, SUN Hongwei, QIU Zhuoying, LI Anqiao. Research on competency of professionals in rehabilitation psychology using World Health Organization rehabilitation competency framework [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2022, 28(3): 327-334.
[13]	WANG Guo-xiang,QIU Fu-bing,YANG Jian. Establishment of Education System of Professionals in the Fields of Sports and Exercises Rehabilitation in China [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2020, 26(10): 1133-1141.
[14]	CUI Jin-long, SHI Xiao-chang, LIAO Peng, CHIU ML Teresa. Professional Reasoning of Occupational Therapy in China 1986-2006: A Documentary Analysis (Ⅰ) [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2019, 25(6): 676-682.
[15]	ZHANG Qi, LI Hong-xia, MA Ting-ting. Reform of Professional Education in Physical Therapy in Perspectives of World Confederation for Physical Therapy International Course Accreditation: Case of Capital Medical University School of Rehabilitation Medicine [J]. 《Chinese Journal of Rehabilitation Theory and Practice》, 2019, 25(12): 1480-1484.