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AUDIOLOGY AUSTRALIA NATIONAL COMPETENCY STANDARDSO V E R V I E W O F R O U N D 1 R E S U L T S A N D R O U N D 2 F E E D B A C K B E I N G S O U G H T

F O R A U D I O L O G Y A U S T R A L I A M E M B E R S

A P R I L 2 0 2 1

CONTENTSBackground................................................................................................................................................................2

How to use this report to inform your Round 2 feedback.....................................................................................2

1. Update on results of Round 1 feedback.................................................................................................................3

2. Sub-competencies on which feedback is being sought in Round 2.......................................................................4

3. Sub-competencies not included in Round 2 feedback as no changes or non-substantial changes were made....6

Appendix 1- Deidentified feedback provided by members in Round 1 for those sub-competencies included in Round 2....................................................................................................................................................................11

Appendix 2- National Competency Standards Glossary...........................................................................................18

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Audiology Australia National Competency Standards development- Round 2 report to members

BACKGROUNDFeedback is being sought from Audiology Australia members on the National Competency Standards through a

modified Delphi technique. The Delphi technique seeks consensus among a group of experts (the Delphi panel) as to which items should be included in the National Competency Standards. This is done through a series of

questionnaires where Delphi panel members are asked to give their opinion on which items should be included.

The development of the National Competency Standards is currently at the Round 2 stage of the Delphi process and

we are seeking members’ feedback on the substantially revised competencies based on the Round 1 feedback.

You can read more about the National Competency Standards and their development here on the Audiology Australia website.

How to use this report to inform your Round 2 feedbackThis report has been developed so that you can review the revised National Competency Standards in their entirety and/or prepare your responses before entering them into the questionnaire for Round 2 (https://www.surveymonkey.com/r/AudA_NCS_Round2).

Section 1 of this report provides an overview of the results of the Round 1 feedback and how common queries and concerns were addressed by the Working Group.

Section 2 of this report outlines the sub-competencies for which your feedback is being sought for Round 2. These are the sub-competencies that have significantly changed as a result of the Round 1 feedback, and a small number of new, additional sub-competencies. Appendix 1 provides the deidentified feedback provided by members in Round 1 for those sub-competencies included in Round 2. A consideration of your own and others’ feedback in Round 1 can be used to help inform your response to the Round 2 survey.

Section 3 of this report document outlines the non-substantial changes made to the other sub-competencies following the feedback received in Round 1.

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https://www.surveymonkey.com/r/AudA_NCS_Round2

https://www.surveymonkey.com/r/AudA_NCS_Round2

https://audiology.asn.au/Advocacy/National_Competency_Standards



1. UPDATE ON RESULTS OF ROUND 1 FEEDBACKThe Round 1 questionnaire opened 19 November 2020 and closed on 17 December 2020. In order to allow members

to structure their responses to the 87 individual sub-competencies included in Round 1, a separate questionnaire was developed for each of the six domains.

The number of responses for each of the domains were: Domain 1- 130 members responded

o at least 103 members providing a response for each of the Domain 1 sub-competencies Domain 2- 52 members responded





o at least 44 members providing a response for each of the Domain 6 sub-competencies

Round 1 of member feedback on the National Competency Standards was overwhelmingly positive, with consensus being reached to include all of the 87 sub-competencies. Nonetheless, members made suggestions for potential revisions to improve the clarity and relevant of sub-competencies and additional competencies that the Working Group incorporated into a revised draft of the standards on which feedback is now being sought in the Round 2 questionnaire.

In addition, members raised questions and concerns regarding overlap with other documents and legislation, the purpose of the National Competency Standards, and how the National Competency Standards will be implemented (e.g., are they meant to be measurable outcomes at the clinic/individual level). Some of the common themes that came up about how the National Competency Standards will be implemented and their scope were in relation to:

If the National Competency Standards are intended to be measurable outcomes at the clinic and/or individual level.

How the level of detail and planned implementation relates to existing training/education competency standards.

Overlap with the Code of Conduct and legislated requirements (e.g., around privacy) that members must abide by.

Concerns that some of the sub-competencies were outside the control of the individual audiologist and more of a clinic/business-level issue.

Another common theme arose under Domain 6, where there were queries/concerns regarding whether all audiologists or entry-level audiologists should be expected to meet these sub-competencies.

Many of these queries are addressed in the Frequently Asked Questions section on the Audiology Australia website for the National Competency Standards. They will also be addressed in the preamble to the National Competency

Standards themselves.

In addition, some of the queries and concerns raised by members in Round 1 have been addressed by the Working

Group through the development of a Glossary for the National Competency Standards which is available in Appendix 2.

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2. SUB-COMPETENCIES ON WHICH FEEDBACK IS BEING SOUGHT IN ROUND 2

Original wording in Round 1 draft Revised sub-competency

Answer choicesYes- support revision

No- do not support revision (please explain why)

Domain 1: Audiological clinical practiceProvides safe, evidenced-based, person- and family-centred, and responsive audiological practice across the lifespan.1.1 Facilitates the identification and referral of individuals and groups requiring audiology servicesi. Promotes screening programs and referral guidelines to ensure individuals requiring audiology services are identified and referred.

i. Understands and communicates the benefits of evidence-based screening programs and referral guidelines to ensure individuals requiring audiology services are identified and referred.

1.2 Plans, conducts and appropriately modifies each assessmentiii. Obtains client consent to the assessment. iv. Clearly communicates to client or carer what assessments

and procedures will be performed, in order to confirm consent.

1.6 Uses reflective practice to evaluate and improve clinical practicei. Reviews own clinical performance through reflection on experience, knowledge, actions, feelings and beliefs on each occasion of clinical practice.

i. Improves clinical performance on an ongoing basis through reflective practices, such as peer review, case revision and personal reflection.

Domain 2: Professional communications and collaborationsPromotes health and wellbeing through respectful and appropriate communications to ensure mutual understanding with all stakeholders.2.1 Uses appropriate and effective verbal and non-verbal communication, adapted to suit the professional situation and health literacy of the other person(s)iii. Recognises the importance of non-verbal communication, including facial expressions and natural gestures.

iii. Demonstrates understanding of the impact of non-verbal communication, including facial expressions and natural gestures.

2.2 Optimises the environment and mode of communication as required to maximise effectiveness of communicationi. Seeks appropriate interpreters, when required, to convey the message accurately and confidentially.

i. Utilises or advocates for the use of interpreters, when required, to convey information accurately and confidentially.

iii. Uses social media responsibly, particularly when engaged in advertising or marketing activities.

iii. Communicates in accordance with the Code of Conduct for Audiology Australia, including when engaged in advertising or marketing activities or when using social media.

2.4 Ensures documentation is timely, stored securely and conforms with medical and legal requirementsii. Identifies in the client record when consent has been obtained and whether written or verbal.

ii. Identifies in the client record when consent to exchange information has been obtained and whether written or verbal.

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Original wording in Round 1 draft Revised sub-competency

Answer choicesYes- support revision

No- do not support revision (please explain why)

2.5 Collaborates with clients, colleagues and other professionals effectivelyNew sub-competency added to Round 2 draft ii. Manages conflicts to enhance collaborative practice.New sub-competency added to Round 2 draft v. Enhances interprofessional collaboration through respect,

trust, shared decision making and partnerships.Domain 3: Education and lifelong learning Maintains and improves currency of knowledge skills and new evidence for audiological practice.3.2 Contributes to the knowledge base of audiologyi. Participates in research or the ongoing review and critical appraisal of new and emerging evidence relevant to audiology.

i. Designs, conducts and/or critically appraises research relevant to audiology to contribute to the knowledge base.

Domain 6: AdvocacyPromotes the audiology profession and advocates for the health and wellbeing of people with regards to ear, hearing and associated conditions.6.1 Advocates for and partners with people who have or are at risk of ear, hearing and associated conditionsi. Works with professional bodies and engages with policy makers, community groups and Government to advocate for people who have, or are at risk of developing, ear, hearing and associated conditions and their families.

i. Works with relevant stakeholders to advocate for and partner with people who have, or are at risk of developing, ear, hearing and associated conditions and their families.

6.2 Advocates for and partners with Aboriginal and Torres Strait Islander peoples with regards to their hearing health careii. Advocates for the development of cultural capability and the development of resources to ensure audiological care for Aboriginal and Torres Strait Islander peoples is carried out in a culturally sensitive and safe manner.

i. Demonstrates an understanding of the importance of advocating for education, resources and services which meet the specific hearing health needs of Aboriginal and Torres Strait Islander peoples in a culturally safe manner.

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3. SUB-COMPETENCIES NOT INCLUDED IN ROUND 2 FEEDBACK AS NO CHANGES OR NON-SUBSTANTIAL CHANGES WERE MADEAny changes are highlighted in bold and blue

Round 1 sub-competency wording Revised sub-competency wording

Domain 1: Audiological clinical practiceProvides safe, evidenced-based, person- and family-centred, and responsive audiological practice across the lifespan.1.1 Facilitates the identification and referral of individuals and groups requiring audiology servicesii. Collects and reviews information from a range of sources such as referrals, reports and consultation to determine an individual’s need for audiology services.

No change

iii. Recognises and responds to the distinct hearing health needs of Aboriginal and Torres Strait Islander peoples and other populations at risk of developing ear, hearing and associated conditions.

No change

1.2 Plans, conducts and appropriately modifies each assessmentv. Practises appropriate client- and family-centred clinical care.

i. Practises person- and family-centred clinical care.*See new NCS Glossary in Appendix 2 for definition of person- and family-centred care

i. Collects and analyses case history, client goals, expectations, needs and priorities, in partnership with the client, and when appropriate, their carers and/or significant others.

ii. Collects and analyses case history, goals, expectations, needs and priorities, in partnership with the client, and when appropriate, their carers and/or significant others.

ii. Collects and analyses pertinent information from referrals, reports, consultation and other relevant sources of information to understand the client’s situation.

No change (now item iii.)

iv. Plans and conducts a valid, accurate and reliable assessment, selecting the tools, equipment and techniques that will address the unique needs of the client.

No change (now item v.)

1.3 Analyses and interprets assessment resultsi. Analyses and integrates the data using knowledge, skill and judgement.

i. Analyses and integrates the data using knowledge, skill and judgement, taking into account the reliability of testing.

ii. Formulates appropriate conclusions regarding reliability of testing and the site of lesion and functionality of any ear, hearing and associated conditions.

ii. Formulates valid conclusions regarding the site of lesion and functionality of any ear, hearing and associated conditions.

iii. Shares assessment findings with the client and when appropriate, their carers and/or significant others.

No change

1.4 Develops, shares and modifies recommendations based on the assessment results and client needsi. Establishes goals in collaboration with the client and when appropriate, their carers and/or significant others.

i. Establishes goals and/or specific needs, in collaboration with the client, their carers and/or significant others.

ii. Develops recommendations for intervention, including appropriate audiological therapy, technology, modifications to the environment and/or further referrals.

ii. Develops recommendations for intervention, including audiological therapy, technology modifications to the environment and/or further referrals in line with the client’s goals and needs.

iii. Supports the client and relevant others to make informed decisions by sharing information and explanations of

No change

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assessment results, implications, management options and recommendations.1.5 Implements intervention plans with consent and evaluates client outcomesi. Implements and appropriately modifies intervention plans which are client and family centred.

i. Implements and appropriately modifies intervention plans which are person- and family-centred.

ii. Evaluates client outcomes using client reported and/or objective measures.

No change

1.6 Uses reflective practice to evaluate and improve clinical practiceii. Plans and implements strategies to assist performance improvement.

ii. Plans and implements strategies to improve clinical practice.

iii. Seeks support for debriefing or guidance following a challenging interaction.

No change

Domain 2: Professional communications and collaborationsPromotes health and wellbeing through respectful and appropriate communications to ensure mutual understanding with all stakeholders.2.1 Uses appropriate and effective verbal and non-verbal communication, adapted to suit the professional situation and

health literacy of the other person(s)i. Ensures all interactions, regardless of communication mode, meet the specific needs of each client, including those from culturally and linguistically diverse backgrounds and Aboriginal and Torres Strait islander peoples.

No change

ii. Uses inclusive language and explains terminology and/or jargon which may be unfamiliar to the listener/reader.

No change

iv. Communicates in a professional, timely, caring and empathetic manner to encourage trust and honesty in all relationships.

No change

v. Participates respectfully in challenging conversations. No change2.2 Optimises the environment and mode of communication as required to maximise effectiveness of communicationii. Considers the environment for communication, such as background noise, good lighting and camera angle.

No change

2.3 Communicates in accordance with confidentiality and privacy considerationsi. Obtains client consent, whether written or verbal, before information is shared, including with whom sharing will occur.

No change

ii. Determines with sensitivity what is relevant or pertinent to the person/organisation receiving information and clarifies why the information is being shared.

ii. Determines with discernment what is relevant or pertinent to the person/organisation receiving information, clarifies why the information is being shared and ensures personal details are not used inappropriately.

2.4 Ensures documentation is timely, stored securely and conforms with medical and legal requirementsi. Retains evidence of communication regarding clients such as referrals, letters, emails and case notes, allowing client appropriate access.

i. Retains evidence of communication regarding clients such as referrals, letters, emails and case notes, allowing client access in accordance with privacy and other legislative requirements.

iii. Produces case notes which are succinct, relevant, targeted and informative.

iii. Produces succinct, factual, respectful, relevant, targeted, legible and informative case notes.

iv. Generates reports which are accurate and complete. iv. Generates accurate and complete reports in a timely manner.

v. Provides accurate, meaningful and complete information in records being transferred to another provider.

v. Provides accurate, meaningful and complete information in records being transferred to another service.

2.5 Collaborates with clients, colleagues and other professionals effectivelyi. Works together to develop strategies, policies and solutions to problems, and manages misunderstandings and conflicts to enhance collaborative practice.

i. Partners with relevant others to develop policies, strategies and solutions.(management of conflicts is now addressed under new sub-competency item ii.- see Round 2 survey)

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ii. Works with the client, and when appropriate, their carers and/or significant others, colleagues and other professionals to achieve the best outcome for the client.

iii. Partners with the client, and when appropriate, their carers and/or significant others, colleagues and other professionals and organisations to achieve the best outcome for the client.

iii. Recognises and respects the roles and perspectives of other individuals.

No change (now item iv.)

iv. Builds relationships between organisations. No longer included.Domain 3: Education and lifelong learning Maintains and improves currency of knowledge skills and new evidence for audiological practice.3.1 Ensures ongoing capability for audiological practice and maintains currency of professional knowledge and performance to

provide optimal carei. Identifies one's own professional strengths and areas for development through self-reflection, review of performance and feedback.

No change

ii. Uses a range of learning materials and modes such as literature, continuing education and mentorship to fulfil learning needs.

ii. Uses a range of learning activities such as literature review, continuing education and mentorship to fulfil learning needs.

iii. Develops a plan and implements strategies to achieve and maintain capability and currency of professional knowledge and practice.

No change

iv. Maintains knowledge of relevant resources and technologies for audiological practice.

No change

v. Maintains digital literacy for audiological practice. v. Develops and maintains digital literacy for audiological practice.

vi. Participates in and meets all requirements of the Continuing Professional Development (CPD) program of Audiology Australia.

vi. Demonstrates commitment to continuing professional development.

3.2 Contributes to the knowledge base of audiologyii. Reviews and shares evidence and adapts practice as appropriate.

ii. Adapts practice in line with new evidence and with policies and procedures of the workplace.

iii. Identifies and addresses gaps in the knowledge base. No longer includedDomain 4: Quality, Safety and ComplianceProvides safe, effective, compliant, and high-quality audiology services.4.1 Ensures service delivery complies with relevant guidelines, standards and legal obligationsi. Complies with the policies and procedures that are consistent with current evidence and best practice professional standards.

No change

ii. Ensures knowledge of and adherence to all professional, legal and statutory requirements pertinent to the workplace, to enable safe practice.

No change

4.2 Takes responsibility for quality assurancei. Recognises need for and demonstrates ongoing continuous quality improvement incorporating client needs, emerging evidence and practice standards.

i. Participates in ongoing continuous quality improvement incorporating client needs, emerging evidence and practice standards.

ii. Understands the right of the client to receive high quality care and best possible outcomes.

ii. Practises in a manner that supports the rights of the client to receive high quality care and best possible outcomes.

iii. Complies with complaints processes and procedures and takes action to address issues that are relevant to quality service delivery.

No change

4.3 Ensures the environment is safe and meets the clinical needi. Complies with relevant occupational health and safety legislation and workplace policies.

i. Complies with relevant workplace health and safety legislation and workplace policies.

ii. Ensures cleanliness, infection control, safety of room, maintenance and calibration of clinical equipment.

No change

iii. Complies with infection control processes that are No change

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consistent with current national, state, territory and workplace standards.iv. Adheres to risk management processes and protocols. No changev. Ensures test environment is appropriate for the clinical need and modifies where necessary.

No change

4.4 Contributes to ongoing wellbeing in the workplacei. Participates in ongoing training to maintain safety and wellbeing.

No change

ii. Utilises effective and efficient strategies to manage workload.

ii. Utilises effective strategies to manage workload, including seeking support when required.

iii. Recognises the factors impacting wellbeing in the workplace and how to respond when required.

iii. Recognises and responds to factors impacting wellbeing in the workplace.

Domain 5: Ethical and professional behaviourActs in an ethical, safe, lawful and accountable manner that upholds integrity of the audiology profession.5.1 Maintains integrity of the Audiology professioni. Complies with the Audiology Australia and workplace codes of conduct.

i. Complies with the Code of Conduct for Audiology Australia.

ii. Ensures all interactions with clients, other professionals, and the public, including those on social media, are respectful and maintain the integrity of the Audiology profession.

ii. Ensures all own interactions with clients, other professionals, and the public, including those on social media, are respectful and maintain the integrity of the audiology profession.

5.2 Ensures professional and ethical behaviouri. Practises in a way that maintains equity, dignity, honesty, cultural sensitivity and safety, diversity and individual rights.

i. Practises in a way that maintains equity, dignity, honesty and cultural safety, demonstrates cultural sensitivity, recognises diversity and supports individual rights.

ii. Practises audiology within scope of practice, capability and experience.

No change

iii. Refers to or consults with other professionals or services when faced with issues outside scope of practice, capability or experience.

No change

iv. Ensures all communications including advertising and marketing are accurate, evidence-based and not misleading or coercive.

iv. Ensures all own professional communications are accurate, evidence-based and not misleading or coercive.

v. Recognises and effectively manages own judgements and values to ensure clients are not unduly impacted.

v. Ensures clients are not unduly impacted by own personal judgements and values.

vi. Upholds personal and professional ethics within the workplace and applies ethical principles to decision-making.

No change

vii. Ensures clients’ rights, privacy, needs, interests and choices are prioritised and supported.

No change

viii. Escalates or supports others to escalate concerns about unethical practice as appropriate.

viii. Escalates or supports others to escalate concerns about unethical practice.

5.3 Maintains professionalism, respectful demeanour and standardsi. Maintains appropriate professional boundaries. i. Recognises and maintains professional boundaries.ii. Maintains a suitable appearance to meet the standards of the workplace.

No longer included

iii. Recognises, discloses and effectively manages conflicts of interest to ensure client outcomes are placed above commercial gain.

ii. Recognises, discloses and effectively manages conflicts of interest in line with the Code of Conduct for Audiology Australia.

iv. Understands and takes responsibility to manage impact of own behaviour on others.

No change

v. Works with colleagues and other professionals in a respectful and supportive manner.

No change

Domain 6: AdvocacyPromotes the audiology profession and advocates for the health and wellbeing of people with regards to ear, hearing and associated conditions.6.1 Advocates for and partners with people who have or are at risk of ear, hearing and associated conditions

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ii. Raises awareness of the communication needs of those who have, or are at risk of developing, ear, hearing and associated conditions.

No change

iii. Identifies and addresses the barriers that impede or prevent access to services and resources by the client.

iii. Identifies and addresses the barriers that impede or prevent access to services and resources by those with ear, hearing and associated conditions.

iv. Empowers people with ear, hearing and associated conditions to participate in their community through education and ongoing support.

No change

6.2 Advocates for and partners with Aboriginal and Torres Strait Islander peoples with regards to their hearing health carei. Assists government agencies, policy makers, other healthcare professionals, or employers to be aware of and respond to the specific hearing health needs of Aboriginal and Torres Strait Islander peoples.

No longer included

6.3 Advocates for self and colleaguesi. Advocates for a safe and equitable work environment, free from discrimination and undue pressures.

No change

ii. Advocates within the workplace for best practice standards.

ii. Promotes best practice standards in the workplace.

iii. Advocates within the workplace for fair and reasonable performance expectations that align with Audiology Australia ethics and Code of Conduct.

No change

6.4 Advocates for the audiology professioni. Identifies and engages with opportunities to advocate for the audiology profession.

No change

ii. Ensures all professional interactions are held in a manner that helps promote positive perceptions of Audiology.

ii. Ensures all own professional interactions are conducted in a manner that helps promote positive perceptions of Audiology.

iii. Promotes the Audiology profession through the sharing of professional knowledge and experience.

No change

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APPENDIX 1- DEIDENTIFIED FEEDBACK PROVIDED BY MEMBERS IN ROUND 1 FOR THOSE SUB-COMPETENCIES INCLUDED IN ROUND 2This appendix provides the deidentified feedback provided by members in Round 1 for those sub-competencies included in Round 2. A consideration of your own and others’

feedback in Round 1 can be used to help inform your response to the Round 2 survey.

Sub-competency wording in Round 1 Response rate

ResponsesYes-

include No- do not include (please explain why)

Domain 1: Audiological clinical practiceProvides safe, evidenced-based, person- and family-centred, and responsive audiological practice across the lifespan.1.1 Facilitates the identification and referral of individuals and groups requiring audiology servicesi. Promotes screening programs and referral guidelines to ensure individuals requiring audiology services are identified and referred.

129 of 130 93 % (120 of 129)

7 % (9 of 129)Suggested wording modifications/need for further explanation: Yes it should be included but I think the screening programs need to be evidence based. At the moment there is

interest in reinstating school screening programs but there is no evidence that these programs are effective. “Promotes screening programs” requires modification as in the current climate, it could be misconstrued or

misinterpreted. Eg/ specsavers current hearing screening program often involves people who think they are having a vision test having their hearing screened without their consent. In addition, referral restrictions are only required for some programs, not for receiving private services. Should say “educates the public as to the early signs of hearing loss and the importance of hearing screening”

Lot of screening programs are not effective or well planned. Would prefer wording like “promotes and supports effective screening programs and referral guidelines to ensure individuals requiring audiology services are identified and referred.”

Screening programs do not have jurisdiction for diagnostic services, need to be careful regarding MOU and realtionships

Limited ability to be involved at the point of referral What do you mean by 'promotes screening programs'? Some screening programs are good, others are not.Free-text response provided in Word doc by person who chose “Yes- include”: Maintains awareness of the criteria and referral guidelines of screen programs to ensure individuals requiring

audiology services are identified and referred.Suggestion to include under a different domain, competency or sub-competency: This is professional advocacy rather than clinical competencyOther: Screening programmes are unreliable and inconsistent. They provide no useful diagnostic information and in

many instances give a false or alarming impression of some significant issue. They are a way of getting a potential paying client in the door and are seen cynically as that by professionals and public alike. They may in fact discourage a person from seeking audiological advice which may have a significant but yet unknown underlying medical issue. This is applicable in both the paediatric and adult population.

Lots of people won't ever do this or need to do this

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ResponsesYes-


1.2 Plans, conducts and appropriately modifies an assessmentiii. Obtains client consent to the assessment.

115 of 130 91 % (105 of 115)

9 % (10 of 115)Suggested wording modifications/need for further explanation: This needs more information Unnecessary if client has booked appnt and independently arrived at appnt. Alternatively “clearly communicates

to client what assessments and procedures will be performed and respects clients wishes to decline services” Maybe amend to 'client or carer'- an infant cannot consent. Change to consent of client or legal guardianSuggestion to include under a different domain, competency or sub-competency: Obtaining consent is not a competency. The Word version of this document has included this in the overarching

competency which is the more appropriate place for it ie Plans, conducts and appropriately modifies an assessment with consent

Questions/concerns about how National Competency Standards will be implemented and/or their scope: This should be a workplace responsibility, not a competency How will this be carried out? Does a client not consent to having a hearing test when the book in for the hearing

assessment, or agree verbally to have their hearing tested. Is this not a given/obvious?Other: There is no need to ask clients to give consent for the assessment if they make the decision for it. if they are at the appointment they have already consented to come Not sure why this is necessary? Maybe in the case of children, but for adult rehab it is self explanatory if they

attend for screening, assessment. Consent for reporting yes, but not for the assessment? It puts another layer into it that is unnecessary.

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Sub-competency wording in Round 1

Response rate

ResponsesYes- include No- do not include (please explain why)

1.6 Uses reflective practice to evaluate and improve clinical practicei. Reviews own clinical performance through reflection on experience, knowledge, actions, feelings and beliefs on each occasion of clinical practice.

103 of 130 82 % (84 of 103)

18 % (19 of 103)Suggested wording modifications/need for further explanation: Feelings and beliefs? This is not an objective measure of performance. Reflection on experience, knowledge,

actions and research would be better. Probably can't do this 'on each occasion' but reviewing own clinical performance should still be included. I'm not against this - reflective practice is important. However the wording "on each occasion of clinical practice"

could make it administratively onerous which would end up with people not doing it or it being a tickbox somewhere. Could this be modified to "Regular reviews of own clinical performance through refection on experience, knowledge, actions, feelings and beliefs." I believe training and guidance on what reflective practice might look like would be good too. eg. how to run a 'post-mortem' on clinical cases in a group session

To provide evidence of this would be laborious. ‘On each occasion of clinical practice’ is excessive. I am not comfortable with "feelings"- "beliefs" too emotional and subjective not scientific or based on evidence

based practices, my concerns what if someone feels or believes something this may overshadow their objective and professional knowledge and capacity to review clinical performance. It should be based on facts not "feelings" and beliefs- this is too vague and open to interpretation. I like the rest of the statement.

phrase 'on each occasion of clinical practice' is too onerous “Reflection” is a very objective term and is open to individual interpretation. What one person might call

reflection another might call dwelling or rumination. I agree that reflective practice is a good thing but, for the purposes of a competencies i think it needs to be better defined and more measurable.

I think this is too onerous 'on each occasion'. There may be a more over-arching reflection. "On each occasion of clinical practice"- this seems too much, time consuming and unnecessary I think a good audiologist reflects on their actions . How would this be done..more paperwork?Suggestion to include under a different domain, competency or sub-competency: Covered in 3.1(i)Questions/concerns about how National Competency Standards will be implemented and/or their scope: How do you measure/verify this? I think this would be very difficult to assessOther: . [Note: this response included only a full-stop] No This is ongoing in the clinician's own domain and mind. I feel it not necessary to notate or document it. I don’t believe this should solely be self reflection. This should be peer reviewed. Per review should be for all

domains for clinical practice... ABR, VROA, amplification fitting. Some should be externally reviewed and discussed about among peers Clinical practice should be based on evidence and knowledge of auditory function, proven outcomes of certain

interventions (even if the clinician has no first hand experience of particular interventions, they should be able to critically evaluate reported benefits and reasoning behind those recommendations). Practice shouldn't be based on subjective feelings and observations. Clinicians should not use limited experiences to confirm their biases or stick to the things they are comfortable with.

Sub-competency wording in Round 1 Response Responses

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rate Yes- include No- do not include (please explain why)

Domain 2: Professional communications and collaborationsPromotes health and wellbeing through respectful and appropriate communications to ensure mutual understanding with all stakeholders.2.1 Uses appropriate and effective verbal and non-verbal communication, adapted to suit the professional situation and health literacy of the other person(s)iii. Recognises the importance of non-verbal communication, including facial expressions and natural gestures.

52 of 52 87 % (45 of 52)

13 % (7 of 52)Suggestion to include under a different domain, competency or sub-competency: I think this is covered under 2.1.iQuestions/concerns about how National Competency Standards will be implemented and/or their scope: Difficult to assess if someone recognises something - doesn't mean they embody it How can you measure/verify this? How can you evaluate or enforce this? Audiologists should be able to learn signs if they work in a role where it is

required. They should be aware of other modes of communication and provide/source interpreters for every client who needs it. They should be able to decide when to allow non verbal communication/lip reading/ gestures and when to prioritise verbal communication or auditory alone therapy when appropriate and chosen by the client/family. Audiologists should be able to counsel clients/ families on communication options and allow them to choose the best option for them.

Other: I believe this competency does not need to be written; I feel like it is a habit people do naturally when talking to

anyone regardless if it a client or not. Not necessary. While this is a great inclusion. One people would find it difficult to do.

2.2 Optimises the environment and mode of communication as required to maximise effectiveness of communicationi. Seeks appropriate interpreters, when required, to convey the message accurately and confidentially.

51 of 52 86 % (44 of 51)

14 % (7 of 51)Suggested wording modifications/need for further explanation: Yes - include but it is more than using appropriate interpreters. The competency is the skill in knowing how to

work with an interpreter in an appropriate way eg directly conversation to the client, not the interpreter, using an accredited interpreter not a family member, using simultaneous or consecutive interpreting

i. Seeks interpreters, when required, to convey the message accurately and confidentially. I think this is covered under 2.1.i and an audiologist may not be able to do this all the time in some organisations.

This is not a reflection on their competency but on restrictions placed on them by their workplaces. Maybe this could be reworded to "advocates for appropriate interpreters?"

not necessarily interpreters, but other medium / mode / technology? yes to include this point in that senseOther I don't believe provision of an interpreter is the responsibility of the audiologist. Patients who are of non English

speaking backgrounds will be aware of this and I regard it as their responsibility to bring along a family member, friend or other to support communication during the appointment.

Not minimum standard Maybe...when possible.

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ResponsesYes-


iii. Uses social media responsibly, particularly when engaged in advertising or marketing activities.

51 of 52 82 % (42 of 51)

18 % (9 of 51)Suggested wording modifications/need for further explanation: Please explain what is meant by "responsibly". This is a vague term which is subject to wide interpretation. Could it be "Communicates responsibly, particularly when engaged in advertising or marketing activities". Social

media seems too specific This is like “gamble responsibly”, isn’t it? Very open to interpretation, especially given this media that is always

playing catch up on what should be good practice and etiquette. What do you mean by “responsibly” in this context? What behaviours/actions describe “responsible” use of social media?

Change 'responsibly' to ethicallySuggestion to include under a different domain, competency or sub-competency: I think this is an essential standard, but i think it's in the wrong sub-category. This category relates to the direct

communication environment, which i interpret as being the clinic or clinical appointment (even telehealth). I foresee this requirement of appropriate social media use should sit in a different sub-category relating to ethical marketing strategies

Questions/concerns about how National Competency Standards will be implemented and/or their scope: This is more an issue for the Code of Conduct than NCS especially as the sub-competency refers to advertising

and marketing rather than a clinical skillOther: Multi-nationals will always take this to the limit and advertise their product. We are in the 'health' industry, and

are not to be promoted as a 'retail' industry. Not essential Use marketing honestly!!

2.4 Ensures documentation is timely, stored securely and conforms with medical and legal requirementsii. Identifies in the client record when consent has been obtained and whether written or verbal.

49 of 52 94 % (46 of 49)

6 % (3 of 49)Suggestion to include under a different domain, competency or sub-competency: I think this is covered by a sub-competency in the previous section. Other: In the hospital setting when testing adults and children, the patient or parent of the child knows why they are

here, they have gained a referral from their doctor. There is no need ot add yet another administrative task to the workload. I can see why consent would be required if I were testing a patient in their home or in the ward. I have worked in a large hearing aid company that has a signed consent form which admin supplies butthe clients do not have time to read it and have no idea what they are signing.

Consent should be written- simple form to sign and filed away- much easier

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ResponsesYes-


Domain 3: Education and lifelong learning Maintains and improves currency of knowledge skills and new evidence for audiological practice.3.2 Contributes to the knowledge base of Audiologyi. Participates in research or the ongoing review and critical appraisal of new and emerging evidence relevant to Audiology.

45 of 48 87 % (39 of 45)

13 % (6 of 45)Suggested wording modifications/need for further explanation: i. Participates in research or the ongoing review and/or critical appraisal of new and emerging evidence relevant

to Audiology. People can be competent without participating in research, maybe should be kept to just appraisal to make sure

people are on top of new evidence? I'm unsure of what this suggests. It's not possible for all audiologists to participate in research although I do

believe that most of us formulate a position regarding new technologies as they emerge, and particularly after using them if applicable.

This is not an option for audiologists who are employees at certain workplaces. It would be unjust and inappropriate of the NCS to make this a requirement for all audiologists. Not every audiologist has the option of being involved in research. This is an ongoing assumption AudA has made many times in the past, and continues to make. It is the wrong assumption. what is available for all audiologists at every workplace, is ""to review new evidence in audiology as it emerges"". But not every audiologist is in a position to be involved in research. Unless by saying ""participates in research"" you are referring to audiologists providing input via surveys to other people's research projects. Than this is appropriate, but it needs to be very clearly stated.

Other: Not every audiologist has interest or access to this in a formal capacity. Not everyone will have the time for this, or even want to do this.

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ResponsesYes-


Domain 6: AdvocacyPromotes the Audiology profession and advocates for the health and wellbeing of people with regards to ear, hearing and associated conditions.6.1 Advocates for and partners with people who have or are at risk of ear, hearing and associated conditionsi. Works with professional bodies and engages with policy makers, community groups and Government to advocate for people who have, or are at risk of developing, ear, hearing and associated conditions and their families.

46 of 46 74 % (34 of 46)

26 % (12 of 46)Suggested wording modifications/need for further explanation: my concern with this is that employers of audiologist use this as a tool to force audiologist to do GP seminars or

community events. These are then tied to an audiologist remuneration but are structured not as education and advocacy but more as marketing. The definition needs to be very clear so it cannot be used as a reason to send audiologist out as marketing teams.

i. Works with professional bodies and engages with policy makers, community groups and Government to advocate for people who have, or are at risk of developing, ear, hearing and associated conditions and their families/Significant Others.

This is pretty high level stuff. Only a proportion of us ever get to the point in our careers where we can engage at this level. Could we perhaps “understands the benefits of” or “is prepared to”. Personally, i think competencies need to be relevant to more than just the lucky few who rise to these heights. As such the following three may be adequate.

This appears to be quite prescriptive. Not everyone has interest or capacity for this. So this needs a clarifier. Other: Should not be expected of entry-level clinicians. Probably need some experience to do this well This should not be required, and audiologists should not have "less competency" for not doing this. It will lead to

more people doing advocacy for the sake of it rather than truly engaging. Not a core minimum competency of paediatric audiology that's a big ask to make that a national standard for every audiologist!! How many audiologists do you know who

regularly contact their local member of parliament or state government to advocate for people with hearing loss?! Taking on such a role is personal preference, and can be encouraged but should NOT be a national standard requriement.

Should not have to be mandatory for everyone Not sure that every audiologist MUST do this if it is not part of their role. Not all audiologists can, nor should be expected to, do this. Not sure if this should be mandatory

6.2 Advocates for and partners with Aboriginal and Torres Strait Islander peoples with regards to their hearing health careii. Advocates for the development of cultural capability and the development of resources to ensure audiological care for Aboriginal and Torres Strait Islander peoples is carried out in a culturally sensitive and safe manner.

46 of 46 93 % (43 of 46)

7 % (3 of 46)Other: We don't all have the chance to do this. Again, I feel this is too much. Not all audiologists can, nor should be expected to, do this.

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APPENDIX 2- NATIONAL COMPETENCY STANDARDS GLOSSARYThis Glossary has been developed in response to the queries and concerns raised by members in the Round 1 questionnaire for the Audiology Australia National Competency Standards.

National Competency Standards - Glossary

Term DefinitionAdvocacy In the health setting, a strategy to raise levels of familiarity with an

issue and promote health at the individual and community levels. Could involve casual and informal recommendations to others to see an Audiologist, or explaining to others the skills of an Audiologist, as well as formal representations to communities, organisations and government bodies.

Audiologist A university qualified health-care professional who identifies, diagnoses, treats, and monitors disorders of the auditory and vestibular systems. Audiologists work with clients to help them to preserve, manage and improve their hearing, their ability to process and understand sounds and their balance. Audiologists help clients of all ages, including those with complex needs, to improve their ability to communicate and interact in all situations.

Client Any recipient of audiological services. May include an individual, parent, family member, significant other, carer or organisation.

Clinical Intern

An individual who has completed two years in an Audiology Australia accredited Masters level university program, or who is an overseas qualified Audiologist wanting to practise in Australia, and is undertaking a minimum one year clinical internship during which they are supervised by more experienced colleagues on the pathway to becoming an Audiology Australia Accredited Audiologist.

Code of Conduct for Audiology Australia

The Code of Conduct sets the fundamental standards of behaviour and responsibilities that members of Audiology Australia must abide by.

Digital literacy for audiological practice

The ability to identify and use technology confidently, creatively and critically as an Audiologist, and to assist clients and their families where required.

Evidence-based care

An approach to making quality decisions and providing audiological services based upon personal clinical expertise in combination with the most current, relevant research available on the topic.

Interprofessional collaboration

Collaborative practice which occurs when Audiologists work with other Audiologists, and/or with other professionals, including those within healthcare and those within other areas.

Also known as interprofessional practice.

Intervention plans

A series of decisions based on the gathering and analysis of a wide range of information addressing the specific needs of a client. An

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intervention plan should be documented and includes next steps and suggested recommendations to improve, maintain, promote or modify health, functioning or health conditions.

Person- and family-centred care

Treating a client receiving healthcare with dignity and respect, involving them in all decisions about their health. It is an approach that is linked to their healthcare rights and is grounded in mutually beneficial partnerships among health care providers, clients, and families.

Quality improvement

The framework used to systematically improve the ways care is delivered to clients.

Reflective practice

The process where individuals consider their experiences to gain insights about their whole practice. Reflection supports individuals to continually improve the way they work or and the quality of care they give to people.

Risk management

Analysing processes and practices that are in place, identifying risk factors and implementing procedures to address those risks.

Scope of Practice

Scope of Practice for Audiologists

Service The provision of audiological treatment, procedure, programs, or other intervention. ‘Service’ can also refer to a person or organisation as the provider of the audiological or other service.

Site of lesion

Conclusion drawn from analysis of diagnostic assessments regarding the region of the auditory or vestibular system where dysfunction occurs.

Stakeholders

Person or body interested in audiological service, including client, family, carer, allied health professional, medical professional, government, support services, community organisations.

Statutory requirements

Legal requirements of a state, territory, or federal government.

Workplace health and safety

Involves the management of risks to the health and safety of everyone in a workplace, including staff, clients, visitors, and suppliers. Creating a safe work environment is a legal requirement.

Also known as Work Health and Safety, or Occupational Health and Safety.

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