Continuing Competence Program

Special thanks to all those volunteers who worked tirelessly on this program over the last decade, without whom the CCP would not be where it is today.

Acknowledgements to Jenn Billeck, Gil Magne, & Leah Dlot in the preparation of the following presentation.

Prepared by Moni Fricke, Coordinator, CCP, January, 2015

Outline

1. Overview of the Continuing Competence Program a. Historical context b. Existing requirements c. Future development

2. On-line program resources

3. Development of individualized Learning Goals / Accomplishment Statements

4. Overview of the feedback process

5. On-line submission of forms.

Guiding Principles Mission Statement

To protect the public interest through regulation of physiotherapists in Manitoba.

Vision Recognized as a leader in public protection, influencing the future direction and regulation of physiotherapy.

Values Statement We strive for excellence through integrity, respect, transparency & collaboration … for public protection.

Regulated Health Professions Act, 2009

PART 7

STANDARDS OF PRACTICE, CODE OF ETHICS, PRACTICE DIRECTIONS AND

CONTINUING COMPETENCY PROGRAMS

Continuing competency program

87(1) A council must establish, by regulation, a continuing competency program to maintain the competence of the members and to enhance the practice of the regulated health profession. The program may provide for, but is not limited to,

(a) reviewing the professional competence of members; (b) requiring members to participate in programs intended to ensure competence; and (c) conducting practice audits in accordance with this Act.

Other MB Regulated Health Professional Colleges

• COTM (OTs): Self-Assessments; Professional Development Plans; Prescribed Regulatory Education Module worksheets; random audits every 5 years

• CPSM (Med): Professional Development Credits (250 or 400 credits every 5 years depending on speciality; Manitoba Achievement Review (MPAR): every 7 years, physicians ask patients, medical colleagues and co-workers to complete a survey about their performance (under review)

• CRNM (RNs): planning/documenting learning activities; reflective practice review

• CDHM (Dental Hygienists): Continuing Competency Record; Professional Activity Record (PAR); random audits

PT Colleges across Canada

• Majority have a Continuing Competence / Quality Assurance Program

• Majority require minimum of 1200 practice hours over 5 years

• BC: Annual Self Report (of risk); mandatory exam every 6 years; practice support

• AB: Reflective Practice Review; Competence Assessment & Verification

• NS: Portfolio; peer onsite assessment (under development)

• ON: Practice Reflection; Practice Assessment; Practice Enhancement

2000 - Alliance of Physiotherapy Regulators

discuss Continuing Competence Program (CCP)

2000 - CPM develops a CCP Committee

2005 - Our first CCP is ready to be launched

2005 - Alberta reviews & shelves program

2009 - new CCP committee begins work;

Regulated Health Professions Act passed

2011 - Pilot Learning Goals / AS sheets

CCP Today

2013 - Council approves blueprint of CCP

Why not mandatory Continuing Education hours?

1. Members cannot be forced to learn or apply learning to practice; 2. Members may select programs that are unrelated to their practice; 3. Formal education activities may be inaccessible to some members because of cost

and/or geographic issues; 4. Programs that meet learning needs may not be available; 5. There is a lack of conclusive evidence that mandatory continuing education is an

effective means of maintaining or increasing competence; 6. Mandatory continuing education should be considered as an approach to encourage

professional development/ongoing learning but not as a direct measure on continuing competence (National Framework for Assuring the Continuing Competence of Physiotherapists in Canada 2000).

Continuing Competence Program Philosophy

CPM’s Continuing Competence Program (CCP) values lifelong learning to promote and ensure competency in physiotherapists.

The program is built on the belief that physiotherapists are: • Competent practitioners • Motivated adult learners • Able to select and implement continuing education tools • Self-directed in achieving a change in knowledge and/or skills that becomes reflected

in their practice • Ethical practitioners.

Continuing Competence Program Goal

To promote high practice standards and allow registrants of the College

to demonstrate continuing competence. The program will support

registrants in maintaining their competence through participation in

reflective practice activities and practice audits.

Continuing Competence Program Goal cont’d

The CCP will provide evidence that an individual physiotherapist:

• understands and applies legal and ethical obligations

• integrates standards into practice

• conducts self-assessment

• limits practice according to competence

• implements best available evidence

• participates in professional development activities throughout their career.

Continuing Competence Program Components

1. Reflective Practice

• Develop a Professional Portfolio

• Annual completion of Learning Plan Goal sheets/Accomplishment Statement sheets and Learning Activities Tracking sheets

• Randomly selected PTs will be required to submit documents when requested by the College for review.

2. Practice Audit

• Randomly selected physiotherapists will participate in an onsite Practice Audit

• Every PT should expect to participate in this process over time

• Currently under development

• Anticipate pilot in 2016

3. Practice Support

• Under development

Reflective Practice Component

GOAL

To promote self-assessment, professional accountability and practice

reflection to continuously improve the quality of professional

performance.

Reflective Practice Self-Assessment

Will facilitate physiotherapists to demonstrate that they • are competent practitioners

• engage in continuing professional development activities

• are motivated and self-directed in increasing knowledge and/or skills

• promote and ensure ethical standards in practice

• adapt practice as required to maintain competency

• are committed to lifelong learning for the duration of a career in physiotherapy.

Reflective Practice Self-Assessment

• It is anticipated that all PTs participate annually as of 2016

• Physiotherapists will be required to: develop and maintain a Professional Portfolio develop two (2) personal Learning Goals annually and related

Accomplishment Statements one (1) year later.

• Randomly selected physiotherapists (~20 - 25%) will be required to submit documents, when requested, to the College for peer review.

Professional Portfolio

Maintaining a Professional Portfolio will provide:

• an educational experience for the physiotherapist

• a method of setting learning goals

• evidence of reflection and integration of learning

• a method of tracking learning over time

• a method of demonstrating ongoing competence

• a historical perspective of a physiotherapist’s career.

Professional Portfolio

Characteristics: • relevant to the physiotherapist • applicable to all areas of practice • a tangible product • feasible in cost and time.

Portfolio will include:

1. Annual Learning Goal Sheets

2. Annual Learning Activities Tracking Sheets

3. Annual Accomplishment Statement Sheets.

Reflective Practice Evaluation Process

Developed by Manitoba physiotherapists for Manitoba physiotherapists including: • Learning Goal Sheets & Activity Tracking Sheets

• Accomplishment Statement sheets

• Evaluation matrix & forms

• Online site

Continuing Competence Evaluation Committee consists of 10 PTs in 2015

• Work in pairs to review each goal

• Look to ensure that submissions are complete and demonstrate good reflection on practice

• Evaluation forms are posted online on the CPM website

Let’s get started! All the guidelines and examples you need are on the CPM website

Development of an Individualized Learning Goal

http://www.manitobaphysio.com/

http://www.manitobaphysio.com/for-physiotherapists/continuing-competence

Learning Plan Goal Sheet

Learning Plan Goal Sheet

Must be geared towards affecting your service user, and must have a measurable effect on them. Cannot be a course per se; that would be a learning activity. Should be context specific and should be feasible to complete within a one year time frame.

Learning Plan Goal Sheet

Anyone who may be affected by your work or uses your service.

Learning Plan Goal Sheet

Include any activities, tools and/or people you may need to achieve your goal. You should have a mixture.

Learning Plan Goal Sheet

How will this benefit your service user directly; be specific and consider how you would measure the impact. Link the described outcome explicitly to your goal, while reflecting on how the outcome will enhance your practice.

Developing relevant goals

Consider the following:

1. Your own context of practice e.g. setting, clientele

2. List any areas/knowledge/skills you feel you could improve in e.g. clinical care, education, administrative, research

3. Who will be impacted? e.g. patients, employees, students, colleagues

4. Keep it simple yet clear Avoid acronyms or abbreviations

Developing relevant goals

Learning activities & resources What do you need in order to reach your goals? Require a mixture – course, reading, discussion

Indicators of success How will you know if you achieved your goals? How will your goals impact your service user(s)? What do you expect your future practice to change as a result?

3 requirements for goal setting

1. Learning activities need to be a mixture and relevant to your goal;

2. You need to be able to demonstrate that your learning contributed to the quality of your practice and service delivery (if it does not, explain why not);

3. You need to be able to demonstrate that your learning benefited the service user(s).

Examples

• One (1) administrative example: electronic charting

• Two (2) examples available on-line: Knowledge Translation & Chest Clearance Techniques

Administrative learning goal

Goal: I want to learn how and to become efficient at electronic charting at my place of employment by the end of the year. User(s): self, employer, colleagues, students.

Administrative learning goal

Learning Activities / Resources: Take a training

workshop in e- charting at my workplace; consult with

colleagues about any tips and/or difficulties; seek additional

help from training manual or on-line resources; review CPM’s

Practice Standard 4.17 on Record Keeping (Section B.

Electronic Record Guidelines).

Administrative learning goal

Indicators of success: By the end of the year,

1. >75% of my charting will be completed electronically; 2. The time needed to submit the e-chart will be significantly reduced (from 20 mins to 10 mins per chart entry); 3. My colleagues will refer to my e-chart entries either in their own notes, in discussion or at rounds at least three times.

I will benefit from this by reducing my stress level related to this new skill; my employer will benefit by my increased efficiency; my colleagues will benefit by easy access to legible chart notes; my students will benefit by my expertise and modeling.

On-line examples Knowledge Translation & Chest Clearance Techniques

Peer Review 10 members of CCEC; anticipated March 2 release

1. Looking for a learning goal that is specific, provides logical expression of ideas, reasonable, understandable, and achievable within the year.

2. Physiotherapy practice can include direct or indirect clinical care, research, teaching, or administration.

3. Learning activities/resources must clearly reflect the stated goal.

4. Learning activities/resources must be a mixture ( e.g. a course, literature review, peer discussion) and clearly relevant to the stated goal.

5. Clearly stated link between outcome and learning goal.

6. Demonstrates critical thoughtful reflection.

7. Service user(s) is clearly defined. The benefits to the user(s) are explicitly & clearly described, either directly or indirectly.

8. How the learning will benefit / enhance service and/or individual competence is clearly described.

Tracking your achievements The next step

Learning Activities Tracking Sheet

•On-going throughout the year in order to track activities

•Keep in your portfolio

•Will help you complete Accomplishment Statements the following year

Accomplishment Statements The following year

Once logged in with your unique identifier, one of your two Learning Goals and Service User(s) from the prior year will automatically appear on your screen.

It is anticipated that the majority of Accomplishment submissions should be marked as “completed”. Check off “ongoing” for unanticipated delays in completion or “other” for a change in learning goals. A new text box will appear and then enter the explanation.

Completion of Accomplishment Statements

• Review the goals from the prior year

• Describe the activities you have done to reach your goal over the past 12 months

• Describe how these activities have impacted your practice and what change(s) you may have made as a result

• What has changed for the service user(s)?

• Site for submissions is available as of April; can submit as soon as complete

Peer Review 10 members of CCEC; anticipated release by early April

How to submit Simply click on the link in your personal e-mail from CPM

or follow the links from CPM’s home page

or follow the links from the Continuing Competence News page

or log on at www.ccpsubmissions.com

Enter your e-mail address; this is for verification purposes only

Type directly into each box or copy and paste from a Word document

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2015

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2015

Save / print your submission and file this document in your professional portfolio.

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2015

Every registrant is requested to submit two (2) different learning goals or accomplishment statements.

Questions? See FAQ page. Feedback welcome!