Spinal cord injury (SCI), as a serious traumatic disease of the central nervous system, often leads to irreversible damage to neurological function and has a high disability rate. Induced pluripotent stem cells (iPSCs) have the ability of self-renewal capacity and multilineage differentiation potential, and thus show broad application prospects and research value in the repair of SCI. iPSCs can replace damaged cells by directionally differentiating into neurons, oligodendrocytes, etc., secrete neurotrophic factors to optimize the microenvironment, promote myelin regeneration, and regulate immune responses. In recent years, research has concentrated on refining the directional differentiation protocol of iPSCs, improving survival rate and functional integration of transplanted cells, and actively exploring combined treatment strategies with biomaterial scaffolds, electrical stimulation, etc., to enhance the repair effect. Preclinical studies substantiate that iPSC transplantation can improve motor function, and early-phase clinical trials have also demonstrated its biological safety. Furthermore, iPSCs avoid ethical controversies and can be applied to disease modeling and mechanism research.

Spinal cord injury (SCI), as a serious traumatic disease of the central nervous system, often leads to irreversible damage to neurological function and has a high disability rate. Induced pluripotent stem cells (iPSCs) have the ability of self-renewal capacity and multilineage differentiation potential, and thus show broad application prospects and research value in the repair of SCI. iPSCs can replace damaged cells by directionally differentiating into neurons, oligodendrocytes, etc., secrete neurotrophic factors to optimize the microenvironment, promote myelin regeneration, and regulate immune responses. In recent years, research has concentrated on refining the directional differentiation protocol of iPSCs, improving survival rate and functional integration of transplanted cells, and actively exploring combined treatment strategies with biomaterial scaffolds, electrical stimulation, etc., to enhance the repair effect. Preclinical studies substantiate that iPSC transplantation can improve motor function, and early-phase clinical trials have also demonstrated its biological safety. Furthermore, iPSCs avoid ethical controversies and can be applied to disease modeling and mechanism research.

Objective To systematically review the effect of mindfulness training on emotion and acceptance for people with disabilities. Methods From Web of Science, EBSCO, APA PsycInfo, Psychology and Behavioral Sciences Collection, Medline, CNKI, and Wanfang Data, researches about mindfulness training for people with disabilities were searched, from January 1st, 2010 to November 31st, 2020. The researches were screened, assessed the qualities and extracted data of included studies, and then, systematicaly reviewed. Results Fifteen researches were revealed, including 64 samples and 1065 participants. People with mental, intellectual, physical and speech disabilities were involved. Mindfulness-based cognitive therapy, mindfulness-based stress reduction, mindfulness-based Taiji Quan and mindfulness-based Yoga were commonly used. The effect of mindfulness training on people with disabilities were mainly reflected in the decrease of anxiety and depression, and the improvement of the acceptance for negative experiences. Conclusion Mindfulness training can help to improve the negative emotions and psychological acceptance for people with disabilities, thereby promoting physical and mental health and the quality of life.

Objective To systematically research the policies and core contents of World Health Organization (WHO) and United Nations Educational, Scientific and Cultural Organization (UNESCO) documents on policies, guidelines and standards for health-promoting schools and health services. Methods These policy documents included Making Every School a Health-promoting School: Implementation Guidelines, WHO Guidelines on School Health Services, and Making Every School a Health Promoting School Global Standards and Indicators, which construct a conceptual and policies framework for health-promoting schools. In perspective of health service system, this study systematically explored the policies, guidelines and standards of WHO and UNESCO on health-promoting schools and health services, as well as the role of health-promoting school component systems in promoting the health of children and how physical activity can be an important area of health-promoting schools. Results The Health Promoting Schools Initiative is an important area of research for the WHO health services. Making Every School a Health-promoting School: Implementation Guidelines primarily serves students aged five to 19, teachers and other staff in schools. WHO Guidelines on School Health Services cover a variety of activity types including health promotion, health education, preventive interventions, clinical assessment and health services management. Making Every School a Health Promoting School Global Standards and Indicators covers eight global criteria and thirteen specific areas in the areas of policy resources, curriculum and environment, and community engagement. Conclusion WHO and UNESCO have proposed a series of policies related to building health-promoting schools, which focus on child health and advocate the promotion of child and adolescent health, public health, education, social and economic development through schools to achieve the goal of safeguarding the health rights of children and adolescents and meeting health needs. Following the WHO Guidelines on School Health Services and Making Every School a Health Promoting School Global Standards and Indicators, it proposed to incorporate educational and physical education tools into the school health service system.

Objective To systematically analyze the World Health Organization Rehabilitation Competency Framework (RCF) theoretical framework, methodology and its application in the field of rehabilitation.Methods We systematically analyzed RCF conceptual framework and key characteristics, and discussed how to apply the RCF in the fields of human resource planning, education program and curriculum system, and vocational competency standards and certification criteria for rehabilitation human resources.Results The RCF encompasses five domains, naming practice, professionalism, learning and development, management and leadership, and research. Rehabilitation professionals' performance is the result of the interaction of their core values and beliefs, competencies, activities, knowledge, and skills. The RCF can be used to plan rehabilitation human resources, establish competency-based rehabilitation education programs and curriculum systems, and develop competency certification standards and licensure accreditation standards.Conclusion This study analyzed background, content and implementation framework of RCF, and systematically discussed the theories and methods related to how to use the RCF to construct national rehabilitation human resources development plans, develop rehabilitation education programs and curriculum systems based on the RCF, and establish certification and assessment standards for rehabilitation human resources.

Objective To explore the application and method of World Health Organization Rehabilitation Competency Framework (RCF) in rehabilitation human resource management, and provide theoretical and practical reference for rehabilitation human resource management.Methods Based on the International Standard Classification of Occupations issued by the International Labour Organization, the application scope of RCF was systematically analyzed. The theoretical framework of rehabilitation human resource management based on RCF was constructed in combination with competency-based human resource management framework. On this basis, taking rehabilitation nurses as an example, the corresponding management methods and paths are proposed from four aspects of human resource management, including career management, recruitment and selection, training and development, and performance appraisal and salary management.Results Based on RCF, the theoretical framework of human resource management for rehabilitation nursing positions was constructed, and the main contents and processes of human resource management based on RCF were clarified from four aspects: recruitment and selection, training and development, performance appraisal and salary management, and career management. Occupational competency of rehabilitation professionals in International Standard Classification of Occupations was analyzed by RCF.Conclusion The rehabilitation competency framework constructed by WHO can be used to supplement the responsibilities of rehabilitation-related professionals in the International Standard Classification of Occupations issued by the International Labour Organization. RCF serves as a tool for practice managers and rehabilitation professionals in identifying selection criteria, learning objectives, and professional title assessment criteria. It can also be used in recruitment and selection, training and development, performance appraisal, salary management and career management in the field of rehabilitation human resource management.

Objective To explore the theory and method of performance evaluation for rehabilitation workers based on the World Health Organization Rehabilitation Competency Framework (RCF).Methods Using the theoretical framework and methods of the RCF, we analyzed rehabilitation workers' related competencies from the five dimensions, namely practice, professionalism, learning and development, management and leadership, and research, integrating core values and beliefs, competencies and behaviors, activities and tasks, and knowledge and skills, to construct a comprehensive evaluation method and pathway for rehabilitation workers' performance.Results Based on the RCF, which confirms the job competency requirements for rehabilitation workers, a multi-dimensional, multi-level and standardized performance evaluation index framework was formed. For example, performance evaluation system of physical therapists was consisted of five primary indicators and 26 secondary indicators from the combination of RCF and job standards.Conclusion The rehabilitation worker performance evaluation based on the RCF can evaluate the performance of rehabilitation workers in a scientific, standardized and comprehensive way. It analyzes the performance of rehabilitation workers in a multi-dimensional and systematic manner with the competence of rehabilitation workers as the center, and evaluates the quality and effectiveness of the performance of rehabilitation workers at different levels of proficiency, which makes the performance evaluation of rehabilitation workers more scientific and comprehensive, and enables rehabilitation workers to understand proficiency and clarify the gap, to promote rehabilitation workers to continuously improve their own level and enhance the quality of rehabilitation services.

Objective To develop programmes and curriculum of physical therapy competency for undergraduate education for the training of competent physical therapy.Methods Using World Health Organization Rehabilitation Competency Framework (RCF) and International Classification of Functioning, Disability and Health (ICF) as framework, a discipline of physical therapy, and programmes and curriculum for undergraduate education were developed.Results The basic concepts of rehabilitation and disability, laws, regulations and ethics and physical therapy of functioning and disability were explored within RCF. The contents, core values and beliefs of physical therapy competencies were developed using RCF. Results -oriented and backward strategy was used to develop programmes and curriculum of undergraduate education in physical therapy based on competency. Conclusion The theory of ICF and RCF is important for developing programmes and curriculum of physical therapy competency. Based on RCF, the physical therapy competency domain, principles, strategies and educational framework for undergraduate education in physical therapy are constructed, helping for developing competency-based undergraduate education standards for physical therapy and professional competency standards in China.

Objective To build a competency-based special education program at the undergraduate level based on the World Health Organization Rehabilitation Competency Framework (RCF) and tailored to educational and rehabilitation needs of students with disabilities, to improve the level of special education program, and to meet the requirements of competency-based education development.Methods Using the theory and method of RCF, we analyzed the competency requirements of special education teachers in school education contexts with reference to the Professional Standards for Special Education Teachers (Trial), the Accreditation Standards for Special Education Majors, and the Professional Competency Standards for Teacher Trainees in Special Education.Results A competency framework for special education teachers based on RCF was constructed, principles for setting special education majors based on RCF and principles for building special education majors based on RCF were proposed, and a competency model applicable to special education majors at the undergraduate level was established according to the characteristics of the school education context.Conclusion As a global rehabilitation competency framework serving the health of all people, the theory and method of RCF are important for constructing a competency-based education for special education majors. The principles, methods, educational objectives, and methodological system of special education majors at the undergraduate level are constructed based on RCF to promote the implementation of the national Professional Standards for Special Education Teachers (Trial), the Standards for Accreditation of Special Education Majors, and the Professional Competency Standards for Teachers of Special Education Majors.

Objective To explore competency of professionals in rehabilitation psychology using Rehabilitation Competency Framework (RCF) and develop the curriculum system of rehabilitation psychology at graduate level.Methods Using RCF and Rehabilitation Competency Framework to a specific context, we constructed competency of professionals in rehabilitation psychology and education programme with the functioning framework of International Classification of Functioning, Disability and Health in accordance with disciplinary development and vocational need.Results A competency framework for professionals in rehabilitation psychology based on RCF was constructed; the educational goals based on competency-based education (CBE) in accordance with vocational competency and job responsibilities had been formulated; the curriculum system of rehabilitation psychology was developed in rehabilitation psychology at graduate level based on RCF and CBE, to develop professionals of rehabilitation psychology work in a team.Conclusion Disciplinary development and vocational requirement are integrated in competency of professionals in rehabilitation psychology based on RCF, which provide theories and methods to develop graduate programme and curriculum in rehabilitation psychology.