基于世界卫生组织康复胜任力架构构建辅助技术专业本科课程体系

doi:10.3969/j.issn.1006-9771.2024.05.014

Abstract

Abstract:

Objective To cultivate competent rehabilitation assistive technology workers and systematically develop the undergraduate curriculum courses of assistive technology using World Health Organization Rehabilitation Competency Framework (RCF) and International Classification of Functioning, Disability and Health (ICF).

Methods The competence of assistive technology workers was discussed based on the ICF, RCF and the service needs of modern assistive devices and technology, and the undergraduate curriculum courses of rehabilitation assistive technology were developed referring to the national vocational competence standards.

Results Referring to the national vocational competence standards, the entry-level competence of assistive technology workers was developed based on ICF and RCF. The objectives of undergraduate education were set. Moreover, the undergraduate curriculum courses and core course of assistive technology were developed.

Conclusion The undergraduate curriculum courses of assistive technology are developed using ICF and RCF. This will help improve the quantity and competency of rehabilitation assistive technology workers and increase the access for people with disabilities to obtain assistive technology.

Key words: assistive technology, curriculum, rehabilitation competency framework, vocational competence standards

CLC Number:

R49-4

TANG Letian, LIU Yushu, YANG Yaru, CUI Liangbo, XIAO Xiaofei. Construction of undergraduate curriculum courses of assistive technology using World Health Organization Rehabilitation Competency Framework[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(5): 591-597.

Figures/Tables 3

Table 1

Table 2

The entry-level competency of assistive technology workers, curriculum and educational objectives of undergraduate"

课程分类	课程体系	学分比例/%	教学目标	胜任力特征
通识教育课	马克思列宁主义、形势与政策、外语、高等数学、专业英语与文献阅读、体育、劳动教育、军事理论与实践、心理健康、计算机基础、创新创业、艺术鉴赏、文化沟通、大学生职业发展与就业指导	25	热爱祖国，有正确的世界观、人生观、价值观，具有社会责任感和社会参与意识；一定的外语水平；具备体育锻炼的基本要领和技能，体魄强健；具有军事基本理论、安全观和能力；心理健康，乐观向上，基于循证，进行创新；具有一定的审美和人文素养；具有正确的自我意识和良好人际关系，尊重同事和同行，能团队合作	实践：P4 专业精神：PM3 学习与发展：LD1、LD2、LD4、LD5 管理与领导力：ML1 研究：R2 核心价值观：V1、V2、V3、V4 信念：B1、B3
专业基础课	运动生理学、人体解剖学、人体运动学、生物力学、临床疾病概要、医学影像诊断学、康复心理学、康复辅助技术概论、假肢矫形器导论、电工学、电气工程、电子技术基础、机械设计基础、机械制造技术基础、医学伦理与卫生法规、医学统计学、康复医学	15	具备临床医学、康复医学、生物医学工程等的基本理论知识；知道临床康复常见疾病，能够进行运动分析、功能评估和影像分析；知道辅助技术和假肢器具的基本理论和概念；具有扎实的工程学基础知识；熟知国家关于功能障碍者以及辅助器具的相关规定；能够结合临床和市场需求开展循证研究	实践：P3 专业精神：PM4 学习与发展：LD1、LD4、LD5 管理与领导力：ML1、ML3 研究：R2、R3 核心价值观：V1、V2、V3、V4 信念：B1、B3、B4
专业课	功能障碍评估、康复评定技术、物理治疗技术、作业治疗技术、康复辅助技术咨询、无障碍环境改造、残疾人的人体工程学与安全、辅助技术与交通、辅助器具学、辅助器具(移动、自理、听力、视力)评估与适配、辅助技术成效评估	20	具备对功能障碍者的功能以及社会参与因素的评估能力；知道物理治疗、作业治疗和言语治疗的手段；知道辅助器具的规格和获取政策，能针对功能障碍者提出适配的辅助器具方案，指导方案实施；熟知功能障碍者日常活动与参与的障碍，提供个人和公共环境改造方案；能为功能障碍者提供辅助器具支持，指导其使用辅助器具，并进行效果评价；辅助器具的保养和简单维修，对使用者进行随访	实践：P1、P3、P4 专业精神：PM1、PM2、PM3、PM4 学习与发展：LD1、LD3、LD5 管理与领导力：ML3 研究：R1、R2、R3 核心价值观：V1、V2、V3、V4 信念：B1、B2、B3、B4
专业选修课	常见病康复、职业康复、社区康复、特殊教育、人工智能概论、医疗设备规范与注册、康复辅具市场营销、医疗器械概论与法规	10	培养以患者为中心的思想，知道常见疾病的康复流程，能与患者及家属进行有效的沟通；具备开展社区的康复科普和宣教的能力；能有效跟踪康复辅具产品和服务最新发展趋势；能够为有辅助器具需求的功能障碍者提供信息和渠道	实践：P4 专业精神：PM3、PM4 学习与发展：LD2、LD4、LD5 管理与领导力：ML3 研究：R3 核心价值观：V1、V2、V3、V4 信念：B2、B3、B4
专业集中实践	康复临床实践、功能障碍评估实践、运动治疗实践、作业治疗实践、辅助器具综合适配实训、辅具入户评估、无障碍环境设计和改造实训、毕业设计与制作实践	30	参与康复过程，知道功能障碍者不同残疾的影响以及功能限制、所需的康复服务和环境调整。能够选择适配的辅助器具，帮助病患重返社会；具有功能障碍评定的能力，根据个体功能障碍评定，制作、适配假肢矫形器，开展康复治疗；能够进行辅助器具的保养和维修；能够综合运用临床医学、康复医学、心理学、生物医学工程等相关知识，进行假肢、矫形器研发	实践：P1、P2、P3、P4 专业精神：PM1、PM2、PM3、PM4 学习与发展：LD1、LD3、LD5 管理与领导力：ML1、ML2、ML3 研究：R1、R2、R3 核心价值观：V1、V2、V3、V4 信念：B2、B3、B4

Table 2

Table 3

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模块	模块教学目标	胜任力特征
概论	知道环境和环境改造的定义和分类；能够陈述环境在人的生命周期中的重要性；能够陈述环境改造的原则	实践：P3 专业精神：PM4 学习与发展：LD1、LD5 管理与领导力：ML1、ML2、ML3 研究：R2 核心价值观：V1、V2、V3、V4 信念：B1、B2、B3、B4
设计原则	能够陈述无障碍环境相关的法律法规；能够陈述无障碍环境的定义、特点以及各种场景下无障碍环境改造的要求；能够陈述设计原则	实践：P3、P4 专业精神：PM2、PM4 学习与发展：LD1 管理与领导力：ML3 研究：R1 核心价值观：V1、V2、V3、V4 信念：B1、B2、B3、B4
环境评定和改造	能够按照功能障碍者功能水平，对其即将回归的环境进行实地考察，分析影响日常生活活动和工作的因素，提出修改方案，最大程度提高独立性	实践：P1、P2、P3、P4 专业精神：PM1、PM2、PM3、PM4 学习与发展：LD3 管理与领导力：ML3 研究：R1、R2、R3 核心价值观：V1、V2、V3、V4 信念：B1、B2、B3、B4
智能家居	能够跟踪最新的辅助器具系统发展，以及自动化和远程控制等技术的应用；知道智能家具的组成、分类和应用实例	实践：P1、P4 专业精神：PM1 学习与发展：LD2、LD3、LD4 管理与领导力：ML3 研究：R3 核心价值观：V1、V2、V3、V4 信念：B1、B2、B3、B4

Construction of undergraduate curriculum courses of assistive technology using World Health Organization Rehabilitation Competency Framework

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