《中国康复理论与实践》

《中国康复理论与实践》 ›› 2025, Vol. 31 ›› Issue (8): 939-946.doi: 10.3969/j.issn.1006-9771.2025.08.010

• 康复教育 • 上一篇    下一篇

基于RCF康复心理学专业人员的团队工作与跨专业实践领域胜任力的培养研究

董原君1,2,3, 娄薪1, 孙芮1,4, 王文帅1,2,3, 刘晓芹1,4, 夏雪1,2, 杨亚茹1,4,5, 王忠彦1,2,3, 邱卓英1,4,5()   

  1. 1.康复大学社会发展学院，山东青岛市 266113
    2.山东省人口健康公共政策软科学研究基地，山东青岛市 266113
    3.青岛市健康科技与产业政策研究基地，山东青岛市 266113
    4.康复大学国际康复政策和ICF研究中心，山东青岛市 266113
    5.世界卫生组织国际分类家族中国合作中心，北京市 100068
  • 收稿日期:2025-08-06 出版日期:2025-08-25 发布日期:2025-09-01
  • 通讯作者: 邱卓英(1962-)，男，汉族，湖北武汉市人，博士，研究员、教授、世界卫生组织国际分类家族中国合作中心联席主任，主要研究方向：ICF、康复心理学、康复信息与康复数据科学、残疾与康复政策、康复科学，E-mail： qiutiger@hotmail.com。
  • 作者简介:董原君(1988-)，男，汉族，山东潍坊市人，博士，副研究员，主要研究方向：康复心理学、临床心身医学；
    娄薪(1988-)，女，汉族，山东济宁市人，硕士，主要研究方向：康复心理学、康复信息。
    第一联系人：董原君和娄薪为共同第一作者。
  • 基金资助:
    山东省本科教学改革研究面上项目(M2021020);山东省本科教学改革研究面上项目(M2023198);青岛市科技创新战略研究项目(25-1-4-zlyj-9-zhc);山东省重点研发计划(软科学)项目(2024RZA0803);山东省重点研发计划(软科学)项目(2025RZB0804);国家自然科学基金青年科学基金项目(82200597);山东省优秀青年科学基金项目(2023HWYQ-084)

Cultivating key competencies of teamwork and interprofessional practice for rehabilitation psychology professionals based on RCF

DONG Yuanjun1,2,3, LOU Xin1, SUN Rui1,4, WANG Wenshuai1,2,3, LIU Xiaoqin1,4, XIA Xue1,2, YANG Yaru1,4,5, WANG Zhongyan1,2,3, QIU Zhuoying1,4,5()   

  1. 1. School of Social Development, University of Health and Rehabilitation Sciences, Qingdao, Shandong 266113, China
    2. Shandong Province Population Health and Public Policy Soft Science Base, Qingdao, Shandong 266113, China
    3. Qingdao Health Technology and Industrial Policy Research Base, Qingdao, Shandong 266113, China
    4. International Center for Rehabilitation Policy and ICF Research, University of Health and Rehabilitation Sciences, Qingdao, Shandong 266113, China
    5. WHO-FIC Collaborating Center in China, Beijing 100068, China
  • Received:2025-08-06 Published:2025-08-25 Online:2025-09-01
  • Supported by:
    Shandong Province Undergraduate Teaching Reform Research General Project(M2021020);Shandong Province Undergraduate Teaching Reform Research General Project(M2023198);Qingdao City Science and Technology Innovation Strategic Research Project(25-1-4-zlyj-9-zhc);Shandong Province Key Research and Development Plan (Soft Science) Project(2024RZA0803);Shandong Province Key Research and Development Plan (Soft Science) Project(2025RZB0804);National Natural Science Foundation of China (Youth)(82200597);Shandong Province Excellent Youth Science Fund Project(2023HWYQ-084)

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摘要：

目的 基于世界卫生组织康复胜任力架构(RCF)，针对康复心理学专业人员的团队工作模式和跨专业实践的要求，探讨康复心理学实践课程与胜任力导向的培养。

方法 运用RCF的5大核心胜任力架构实践、专业精神、学习与发展、管理与领导力、研究，针对康复心理学本科生在康复实践中的团队工作模式与跨专业实践角色定位与专业能力要求，分析康复心理学专业学生在团队工作与跨专业实践领域需要构建的核心胜任力以及对应的实践教学，提升学生在康复情境下将康复心理学专业知识转换成团队工作和跨专业实践的胜任力。

结果 针对康复心理学专业人员在康复情境下团队工作和跨专业实践方面的要求，基于RCF，分析了康复心理学学生需要构建的核心胜任力的内容，建立了胜任力导向的实践课程的内容与架构，提出通过《国际功能、残疾和健康分类》整合评估、动机性访谈、案例研讨、标准化病人模拟等教学方案和方法，强化学生在团队沟通、协同决策、个案管理与基于循证实践等方面的能力。

结论 在康复心理学本科教育中，基于RCF构建针对康复心理学专业人员的团队工作与跨专业服务实践胜任力的实践课程与培养方案，有助于提升康复心理学专业人才培养的质量和效率，并提高学生的团队工作与跨专业实践能力。RCF为构建胜任力导向的康复心理学课程内容体系与教学方法系统提供了理论基础、工具和参考方案。

关键词: 康复心理学, 实践教学, 康复胜任力架构, 团队工作, 跨专业实践

Abstract:

Objective To design a practice courses and competency-oriented training in rehabilitation psychology, in response to the demands of team-based and interprofessional practices for professionals, based on World Health Organization rehabilitation competency framework (RCF).

Methods Using the five core domains of RCF (practice, professionalism, learning and development, management and leadership, and research), this study analyzed the competencies and role positioning of undergraduate rehabilitation psychology students within team-based and interprofessional rehabilitation settings. It identifies the core competencies needed in these contexts and corresponding practical teaching approaches, to enhance students' ability to translate disciplinary knowledge into team-based and interprofessional practice competencies in real-world rehabilitation scenarios.

Results The study yielded a competency-oriented practical curriculum structured around the teamwork and interprofessional practice requirements for rehabilitation psychology professionals. Based on RCF, we defined specific core competencies and developed a curricular framework incorporating pedagogical methods such as integrated assessments based on International Classification of Functioning, Disability and Health, motivational interviewing, case study analysis, and standardized patient simulations. These methods are designed to build student proficiency in team communication, collaborative decision-making, case management and evidence-based practice.

Conclusion In undergraduate rehabilitation psychology education, developing competency-based practical courses targeting team-based and interprofessional service competencies, which grounded in RCF, can enhance the quality and efficiency of talent cultivation in the field. It also helps improve students' capabilities in collaborative and interprofessional practice. RCF provides a theoretical foundation, practical tools, and reference frameworks for building competency-oriented curricula and instructional methods in rehabilitation psychology.

Key words: rehabilitation psychology, practical education, rehabilitation competency framework, teamwork, interprofessional practice

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