From: Competency profiles for evidence-informed policy-making (EIPM): a rapid review
Knowledge | Description |
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Knowing the health system context | Knowing the structure and dynamics of the health system, the role of institutions, workers, managers and users [6, 20] |
Knowing the organizational context | Knowing the structure and dynamics of the organization(s) in which the policy will be implemented [20] |
Knowing basic aspects of health policies | Knowing the basic aspects of health policy formulation, including what they are, how they are designed and how they are implemented [7] |
Knowing the fundamentals of academic research | Knowing the basic processes of academic research production, including knowledge of research development tools, research data sources, how to set research priorities and how to conduct research [6, 7, 21] |
Knowing group facilitation techniques | Knowing techniques to facilitate group processes, exchange of information, collective construction of knowledge and health practices [6] |
Knowing communication techniques | Knowing communication techniques in the context of the health system [6] |
Knowing KT methods | |
Having prior formal education | Having completed higher education and having prior knowledge of foreign languages [6, 21] |
Skills | Description |
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Gaining proficiency in research skills | Gaining proficiency in research skills, knowing how to produce, search, critically assess and synthesize evidence [6,7,8, 20,21,22,23, 26] |
Gaining proficiency in management of KT activities | Gaining proficiency in skills related to planning, executing and applying KT strategies [6, 7, 20] |
Knowing how to pose relevant questions | Knowing how to identify and prioritize questions relevant to the context of health policies and systems [7, 22] |
Knowing how to contextualize evidence | Making use of evidence considering the context of implementation and making the necessary adaptations [6, 7] |
Knowing how to apply evidence | Gaining proficiency in ways of applying appropriate evidence in decision-making processes. Knowing how to apply them in accordance with legal practices, recognizing the risks, benefits, biases, effects and costs, maintaining rigor and transparency, and considering the priorities listed [6,7,8, 20, 22,23,24, 26] |
Knowing how to support the use of evidence by institutions and their key actors | Gaining proficiency in KT strategies to: (a) facilitate the flow of knowledge; (b) improve practice and policy; (c) create demand for evidence; (d) build the policy-maker’s confidence; (d) offer technical support to the needs under discussion; (e) build capacity among stakeholders for evidence-based participatory decision-making; (f) build consensus and support negotiations; (g) assist stakeholders in applying, analyzing and evaluating knowledge in appropriate contexts [6, 7, 24] |
Knowing how to communicate evidence to relevant target audiences | Being able to communicate and disseminate the knowledge produced, to promote its use by relevant actors [6, 7] |
Knowing how to manage organizations | Knowing how to manage institutions of the public health system [6] |
Knowing how to manage people | Knowing how to coordinate teams to achieve institutional goals [6] |
Knowing how to manage networks and engage stakeholders | Fostering, developing and nurturing networks between stakeholders, to collaborate in the production and exchange of knowledge (including transdisciplinary), respecting cultural norms and practices, cultivating beneficial and synergistic long-term partnerships whenever possible [7, 24] |
Knowing how to manage projects in the public sector | Knowing how to manage resources, processes, risks, and monitor and evaluate projects in the public sector [6, 7, 20, 24] |
Knowing how to design public policies | Having the ability to plan and develop programmes and policies for the public sector [24] |
Knowing how to implement public policies | Facilitating the implementation of programmes and policies, promoting innovation and the improvement of health practices [6, 7, 24] |
Knowing how to do advocacy | Having rhetorical, argumentative or material capacity or potential to negotiate, sustain, defend or propose a certain cause or project with civil society, research groups or institutionally [7] |
Knowing how to evaluate public policies | Knowing how to evaluate institutional decisions, processes and results of the policies adopted [7, 20, 22, 24] |
Knowing how to establish good interpersonal relationships | Knowing how to establish good interpersonal relationships through: (a) ethical and respectful practices, based on non-violent communication; (b) self-control, self-knowledge, balance and emotional self-management; (c) ability to report and understand information received respectfully, regardless of the hierarchical position occupied [6, 20] |
Knowing how to promote cooperative actions | Knowing how to promote, establish and encourage the creation of bonds, partnerships and effective exchanges through cooperation and teamwork between health policy-makers and researchers [6, 7] |
Knowing how to lead processes and projects | Knowing how to lead processes and projects, promoting the engagement of the responsible team and relevant key actors [6, 7, 20, 26] |
Having basic computer skills | Having basic computer skills, being able to manage essential software and other valuable information technologies for the practice and development of tasks related to EIPM [6, 21] |
Attitudes | Description |
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Acting with professionalism | Acting with high ethical and professional standards, which include integrity, responsibility towards the community, service orientation, commitment to lifelong learning and improvement [6, 20] |
Valuing research | Valuing research as a valuable resource for the elaboration of public policy in all its stages [6, 25] |
Valuing learning | Having a lifelong commitment to self-directed learning (having an attitude that values experiential learning and persistence, commitment to developing a learning culture and continuous improvement, using critical thinking) [6] |
Reflecting carefully | Carefully, judiciously and sensibly reflecting on problems and dilemmas, with a balanced judgment [6] |
Acting with creativity | Adopting a creative attitude, seeking to experiment and combine different forms and resources to solve problems [6] |
Acting with confidence in one’s own abilities | Making an assertive use of one's already developed knowledge, skills and attitudes [6, 26] |
Trusting the other actors in the system | Acting with confidence in the character, integrity and competency of the other actors involved [6] |
Appreciating teamwork | Having practices and behaviours that promote and encourage teamwork [6] |
Appreciating the possibility of change | Having a flexible personal and professional attitude, accepting, valuing, enabling and managing the occurrence of situations that bring change [20] |
Acting with motivation and initiative | Acting with motivation and initiative, proactively seeking opportunities to, in addition to meeting the demands received, contribute to improving the general mood of the environment [21, 26] |