CareTech Master Educational Program for the Development and Implementation of Care Technology

Japanese

Competency Rubric

What is a Competency Rubric?

Developed in the United States, a rubric is a method for creating learning assessment criteria. It consists of "criteria" (assessment levels) and "descriptions of characteristics" that indicate when each criterion is met. By clarifying achievement levels through these descriptions, rubrics are well-suited for qualitative assessments of performance—such as skills—that are difficult to evaluate through other means, such as tests (1).
By presenting evaluation criteria in advance as a competency rubric and visualizing the assessment perspectives, learners can study proactively with clear goals (2).

CareTech Master Competency Rubric

Amid a society where the widespread adoption and advancement of technology continues to expand, specific indicators of the competencies required for CareTech Masters to fulfill their roles are essential. For this reason, this program has developed a competency rubric.

Competency Rubric

The competencies required of CareTech Masters comprise five domains: "Understanding the necessity of care technology and the latest knowledge," "Building a vision," "Cultivating ethical awareness," "Practicing interprofessional collaboration across industries," and "Development and implementation." These five domains are based on the Exploration, Preparation, Implementation, and Sustainment (EPIS) implementation framework. The EPIS framework is one of the most-flexible and most-widely used implementation science frameworks. The framework considers the complex healthcare systems, organizations, and community environments in which nurses work, making it particularly useful in healthcare and long-term care settings. It includes: a) four stages (exploration, preparation, implementation, sustainment), b) four domains (external context, internal context, bridging factors, innovation factors), and c) interconnectedness, interactions, and relationships that can influence the implementation process, strategy, and outcomes (see Reference (3) and Website (4) for details).
The four stages of EPIS are considered useful for continuously structuring activities toward sustainability in implementation. From the perspective of its relationship with the CareTech Master Educational Program, the "exploration" stage includes "the necessity of care technology and the latest knowledge," while the "preparation" stage encompasses "building a vision" and "cultivating ethical awareness." The "implementation" stage requires "development and implementation" and "practicing interprofessional collaboration across industries." Furthermore, the "sustainment" stage involves all five domains. We believe that the capabilities of CareTech Masters are realized through the sequential interconnection of each domain.
The competency rubric systematically outlines the stages of learning and mastery for these competencies across four levels: C: Acquired as knowledge; B: Able to explain acquired knowledge; A: Able to apply knowledge and skills to solve problems in practice; and S: Able to develop knowledge and skills and instruct others.
Furthermore, in developing this rubric, we also referenced the concept of "Essential Competencies for the 100-Year Life" published by the Ministry of Economy, Trade and Industry (METI) (5). These "Essential Competencies for the 100-year Life" are defined as the abilities required to continue thriving throughout each life stage within increasingly prolonged individual engagement with companies, organizations, and society. The content comprises the three core competencies and 12 competency elements of the foundational skills for working persons, shown below, approached through three new perspectives. It is crucial to recognize oneself based on these three competencies, engage in reflection, and balance the three new perspectives (purpose, learning, and integration). We believe this program provides an opportunity to acquire these skills through its learning process.

ケアテクマスターに必要な能力ルーブリック
Source:Ministry of Economy, Trade and Industry (METI) - Fundamental Competencies for Working Persons (website in Japanese only)
Three competencies ACTIONThe ability to take a step forward and make steady efforts even if you fail THINKINGThe ability to think through the doubts you may have TEAMWORKThe ability to work with diverse people toward a goal
12 elements
  • Independence：The ability to set objectives and act with certainty
  • Ability to reach out to others：The ability to reach out to and involve others
  • Ability to execute a task：The ability to get something done even though it is difficult
  • Ability to detect：issues: The ability to analyze a situation and understand the objective or issue
  • Ability to plan：The ability to understand the process to solve an issue and prepare for it
  • Creativity：The ability to create new value
  • Communication skills：The ability to convey your opinion in a manner that is easy to understand
  • Listening skills：The ability to listen politely to the opinions of others
  • Flexibility：The ability to understand differences in opinion or standpoint
  • Ability to grasp a situation：The ability to understand the relationship between self or others and a situation
  • Discipline：The ability to follow the rules of society and fulfill promises
  • Ability to cope with stress：The ability to respond to the source of stress

Citations and References