构建基于世界卫生组织康复胜任力架构的言语听觉康复高等职业教育课程体系

doi:10.3969/j.issn.1006-9771.2024.09.002

Abstract

Abstract:

Objective To construct a curriculum system for higher vocational education in speech-language-hearing rehabilitation based on the World Health Organization rehabilitation competency framework (RCF), to align with international standards.
Methods Based on RCF, curriculum theory and principles of vocational education psychology, a curriculum system and its content for higher vocational education in speech-language-hearing rehabilitation were developed. The curriculum content and core competencies were analyzed in detail across four levels: basic courses, specialized basic courses, specialized core courses and practical training courses.
Results From the perspective of the seven competency domains of RCF, the theoretical and practical significance of constructing a speech-language-hearing higher vocational education curriculum system based on RCF was systematically elaborated. The study emphasized the importance of establishing competency-oriented higher vocational rehabilitation education for developing students' professional competence, adapting to job requirements, and promoting career development. A curriculum content system for speech-language-hearing rehabilitation higher vocational education based on RCF was systematically constructed, encompassing basic courses, professional courses, and practical training courses. The course names, main content and competency objectives at each level were analyzed in detail.
Conclusion It is important to develop the course system of higher vocational education of speech-language-hearing rehabilitation based on RCF. By comparing with international standards, the curriculum is optimized, focusing on improving students' vocational competence and promoting the international development. The curriculum system covers key areas such as core values, beliefs, practice and professionalism, integrates basic, core and practical training courses to achieve a competence-oriented curriculum system for higher vocational speech-language-hearing rehabilitation education.

Key words: rehabilitation competency framework, speech-language-hearing rehabilitation, higher vocational education, curriculum

CLC Number:

R49-4

SUN Wen, LIANG Yongsheng, ZHANG Yu, ZHOU Jing, GAO Weiwei, WANG Yongli, CHEN Xuefen. Construction of curriculum system of higher vocational education in speech-language-hearing rehabilitation based on WHO rehabilitation competency framework[J]. Chinese Journal of Rehabilitation Theory and Practice, 2024, 30(9): 1003-1010.

Figures/Tables 2

Table 1

Core curriculum of speech-language-hearing rehabilitation specialty and its corresponding competency framework"

课程层次	课程名称	课程核心内容	对应的RCF	IALP内容	ASHA内容
基础课程	人体结构与功能	解剖学基础、人体系统及其功能、常见疾病和异常	实践、学习与发展	解剖学和生理学基础	解剖学和生理学，涉及声道和听觉系统结构与功能的理解
	医学伦理学	职业伦理、患者隐私保护、职业道德规范、伦理案例分析	核心价值观、信念、专业精神	医学伦理	遵守职业道德和法律规范，确保患者隐私和权利
	健康管理	健康教育基础、健康促进策略、健康管理方法	管理与领导力、学习与发展	健康管理基础	健康教育、预防和健康促进
专业基础课程	言语听觉康复导论	言语听觉康复的基本概念、常见障碍、评估与治疗方法	实践、学习与发展	基础言语听觉康复	言语、语言和听力的基础知识及其障碍
	言语科学基础	语言发育、语音学、语法学、言语生成与感知	实践、学习与发展	语音和语言基础	言语生产和感知，语言学基础知识
	听力学基础	听力学基本概念、听觉系统、听力评估与诊断方法	实践、学习与发展	听力学基础	听力评估和诊断方法
	临床疾病概要	常见临床疾病的基本概念、病理生理、临床表现与诊断	实践、学习与发展	临床医学基础	与言语、语言和听力相关的常见疾病
	人体发育学	人体发育过程、发育异常、常见发育障碍的评估与治疗	实践、学习与发展	发育学基础	发育障碍评估与治疗
	特殊教育学	特殊教育的基本概念、常见特殊教育需求、特殊教育方法	实践、专业精神	特殊教育基础	特殊教育方法与策略
专业核心课程	听力检测与诊断技术	听力检测技术(如纯音听阈测定、声阻抗测量、耳声发射测试等)、听力测试结果的分析和解释、诊断报告的撰写	实践、研究	听力检测技术	听力诊断标准和程序
	助听器验配技术	助听器选配、调试和维护，人工耳蜗的基础知识及调试方法	实践、专业精神	助听器验配标准	助听器调试和验配
	听觉障碍康复技术	听觉训练方法、听觉康复计划的制定与实施、常见听觉障碍的康复策略	实践、专业精神	听觉康复策略	听觉康复计划
	嗓音障碍康复技术	嗓音障碍评估与治疗技术、嗓音康复训练方法	实践、专业精神	嗓音评估标准	嗓音康复策略
	构音障碍康复技术	构音障碍评估与治疗技术、构音训练方法	实践、专业精神	构音评估标准	构音障碍康复
	儿童语言障碍康复技术	儿童语言障碍评估与治疗技术、语言发育迟缓的康复策略	实践、专业精神	儿童语言评估	儿童语言障碍康复
	失语症康复技术	失语症评估与治疗技术、失语症患者的康复计划制定与实施	实践、研究	失语症评估	失语症康复
	吞咽障碍康复技术	吞咽障碍评估与治疗技术、吞咽功能评估工具的使用、吞咽障碍的康复策略	实践、研究	吞咽评估标准	吞咽康复策略
实习实训课程	听力检测与诊断技术实训	听力检测技术的实践操作、听力测试结果的分析和解释、诊断报告的撰写实践	实践、研究	听力检测实践	听力诊断实训
	助听器验配技术实训	助听器选配、调试和维护的实践操作，人工耳蜗调试的实践操作	实践、专业精神	助听器验配实训	助听器调试实训
	听觉障碍康复技术实训	听觉察知、听觉分辨、听觉识别和听觉理解能力的评估与训练实践操作	实践、专业精神	听觉康复实训	听觉康复实践
	嗓音障碍康复技术实训	嗓音障碍评估与治疗技术的实践操作、嗓音康复训练的实践操作	实践、专业精神	嗓音康复实训	嗓音康复实践
	构音障碍康复技术实训	构音障碍评估与治疗技术的实践操作、构音训练的实践操作	实践、专业精神	构音康复实训	构音康复实践
	儿童语言障碍康复技术实训	儿童语言障碍评估与治疗技术的实践操作、语言发育迟缓的康复策略的实践操作	实践、专业精神	儿童语言康复实训	儿童语言康复实践
	失语症康复技术实训	失语症筛查、评估与治疗实践操作	实践、专业精神	失语症康复实训	失语症康复实践
	吞咽障碍康复技术实训	吞咽障碍筛查、评估与治疗实践操作	实践、专业精神	吞咽障碍康复实训	吞咽障碍康复实践

Table 1

Table 2

Curriculum system and content of higher vocational education of speech-language-hearing rehabilitation based on RCF"

RCF领域	课程名称	课程目标	课程内容	教学方法	学时/学分
核心价值观	临床伦理与职业道德	使学生理解康复工作中的伦理和法律责任，培养职业道德意识	医疗伦理、患者隐私保护、法律规范、职业道德	案例讨论、问题导向学习、角色扮演	3学分/48学时
信念	跨文化沟通与康复服务	培养学生对患者文化、信仰和背景的敏感性，理解康复中的文化差异	跨文化沟通技巧、文化差异对康复的影响、患者背景分析	小组讨论、案例分析、跨文化模拟	2学分/32学时
实践	言语评估与治疗技术	教授学生言语障碍评估和治疗的理论与实践技能	构音障碍、语言发育迟缓、言语失用症的评估与干预	模拟训练、角色扮演、实际案例分析	4学分/64学时
	听觉康复与设备操作	掌握听觉障碍的评估及助听设备的调适与管理，提升患者沟通能力	听力评估、助听器和人工耳蜗调适、听觉训练	设备演示、实际操作、临床模拟	3学分/48学时
专业精神	康复团队合作与沟通技巧	提升学生在跨学科团队中的沟通与合作能力	康复团队中的角色与责任、医患沟通技巧、团队协作中的问题解决与决策	跨学科小组合作、模拟临床实践、导师反馈	2学分/32学时
学习与发展	继续教育与职业发展	使学生意识到继续教育和终身学习的重要性，并为未来职业发展做好准备	继续教育机会、职业发展规划、终身学习策略	职业发展规划研讨会、行业研讨会、职业导师辅导	1学分/16学时
管理与领导力	康复服务管理与领导力	培养学生的康复服务管理能力，学习如何协调康复项目和领导团队	康复项目管理、资源分配与使用、团队领导力	案例教学、情境模拟、项目管理角色扮演	2学分/32学时
研究	康复领域的研究方法与循证实践	使学生掌握基本的科研技能，能够进行循证康复研究，并将研究结果应用于实践	研究设计与数据分析、循证实践的方法与应用、康复领域的科研趋势与创新	项目设计、文献回顾、研究数据分析与报告	3学分/48学时
综合	言语与听觉康复临床实习	提供学生在真实临床环境中的实际操作机会，增强跨学科合作的实践能力	在医院或康复中心进行言语和听觉障碍患者的评估与治疗，跨学科合作和患者沟通	实地实习、临床模拟、导师指导与反馈	6学分/至少480学时

Table 2

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Construction of curriculum system of higher vocational education in speech-language-hearing rehabilitation based on WHO rehabilitation competency framework

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