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Guide
to Completing the
Self-Assessment
and Professional
Development Plan
Note to Readers
Throughout this guide, reference is made to the following document. Please check that you have the most recent version, download
it from the college website or contact the college for updates.
Essential Competencies of Practice for Occupational Therapists in Canada, 2nd Ed. (ACOTRO, 2003).
Filed in your college binder under Tab 4
Available for download from the college web site at: http://www.cotbc/org/resources.php
Contents of this guide reect closely materials found in the Essential Competencies of Practice for Occupational Therapists in Canada,
2nd Ed. In some instances phrases and explanations are identical to create consistency between documents. Citations, however, are
not included in the text of the guide to facilitate reading and understanding. Use of text from the essential competencies document
is consistent with the agreement of its authors, the Association of Canadian Occupational Therapy Regulatory Organizations
(ACOTRO), who encourage collaboration between provincial regulatory organizations across Canada.
COTBC also wishes to acknowledge the generosity of the College of Occupational Therapists of Ontario (COTO) who has given us
permission to adapt their continuing competency documents and use the practice examples developed in Ontario and validated
through program evaluation processes. We look forward to extending the same generosity to COTO and other occupational therapy
regulatory organizations in Canada as our programs develop.
Questions regarding the content of application of this guide should be addressed to:
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
Registrar
College of Occupational Therapists of B.C.
Suite 219 645 Fort Street
Victoria, BC
V8W 1G2
Tel: (250) 386-6822 or Toll free in B.C. (866) 386-6822
http://www.cotbc.org
College of Occupational Therapists of British Columbia (COTBC), 2006
TABLE OF CONTENTS
Introduction ................................................................................................................................................................................. 2
What is Included in This Package? ............................................................................................................................................... 2
How do I Complete the Self-Assessment and Professional Development Plan? .......................................................................... 2
When must I Complete the Self-Assessment and Professional Development Plan? ..................................................................... 3
Process to Completing a Self-Assessment and Professional Development Plan........................................................................... 3
Steps for Completing Your Self-Assessment and Professional Development Plan ........................................................................ 4
Step 1: Prepare and Plan ............................................................................................................................................................. 4
Step 2: Review Your Last Professional Development Plan and Self-Assessment .......................................................................... 4
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
INTRODUCTION
The Health Professions Act requires that the College of
Occupational Therapists of B.C. (COTBC) protects the public
interest by superintending the practice of the profession. One
of the ways in which to do this is to establish a continuing
competency program to assist registrants to assume
professional accountability for maintaining and developing
their own competence.
This guide along with the Self-Assessment Tool, Professional
Development Plan and Continuing Competency Declaration
form is one part of the colleges continuing competency
program. The program will eventually be comprised of three
elements:
1. Competency Maintenance and Ongoing Development;
2. Competency Review and Evaluation; and
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
3. Competency Improvement.
These documents
should be placed in
performance indicators of a
specic competency.
Competency Program.
The Continuing Competency Committee is a sub-committee of the Quality Assurance Committee that reports directly to the COTBC Board of Directors.
DEVELOPMENT PLAN?
September January: Registrants complete selfOnce every two years you need to complete the Self-
Development Plan
Step 1:
Step 2:
Assessments
Step 5:
Set Priorities
Create Professional Development
Plan (annually)
Step 4:
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
Step 3:
If a major change in your practice has occurred you should
Step 2:
DEVELOPMENT PLAN
**
Step 1:
action plan.
Plan.
resources:
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
Step 3:
2 Ed.
nd
Other relevant
setting.
documents such
as performance
appraisals
and results of
client satisfaction
surveys.
Information
registrant binder.
relevant to your
3.2. Review the behaviours listed under each item and check
practice. Examples
include consent,
college website at
substitute
www.cotbc.org
Occupational therapists
practice.
on legislation
decision makers,
child protection,
and protection of
privacy.
IF
I meet consistently
of practice.
Step 4:
Set Priorities
practice.
method.
occupational therapists
in a particular situation a
reasonable explanation
a competency and/or
should be recorded.
improvement:
some examples.
Plan?
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
skills.
met you goals and what changes you would see in your
the future.
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
regulation.
areas for improvement that will have the most impact on your
part-time.
future consideration.
I provide clients with lists of vendors or service providers to enable them to make an informed choice. When requested to carry
specic products for sale to clients, I decided to make arrangements for the product to be carried by a supply rm with whom I have
no nancial connection. I advise clients of the availability of all products that could meet their needs.
I include college contact information on written consent forms. I give each client a business card with my name and include that I
am a registered occupational therapist in B.C.
I verify annually that staff members are registered with their respective colleges.
I recognize the need for open communication and consultation with other health care professionals, i.e. conducting joint
assessments.
When working in multiple areas within one institution, I am fully aware of the different scopes that my practice inherits and I make
I am aware of my personal limitations and use this self-knowledge to identify realistic timelines for client goal achievement;
appropriately managing the volume of my caseload; and turning down referrals that are outside my area of practice.
I review college publications for changes in practice requirements or regulations, highlighting relevant information for action and
follow-up.
I read articles from the Canadian Journal of Occupational Therapy that are relevant to my practice. I perform on-line searches to
acquire relevant references when faced with new issues.
I keep a le of key references that I have reviewed and used to support my approach to practice and update it annually to include
new references. The orientation binder for my practice setting explains the application of theoretical models to my practice. I read
and contribute to the binder as appropriate.
I complete a monthly environmental report that identies key factors or changes (e.g. political, social, service system, legislative)
that impact, or potentially impact, the organization.
I meet with several peers to review equipment prescriptions or other issues related to Augmentative Communication Services.
I make sure I know what my role is within the insurance system and how the information I provide is used by others.
I am aware of different funding resources for mobility and adaptive equipment as well as community resources that may enhance
my clients rehabilitation process.
These practice examples are used with permission from the College of Occupational Therapists of Ontario (COTO) from the Your Guide to Self-Assessment (2004), Appendix B.
As the COTBC guide is developed, practice examples will be gathered from B.C. to ensure the scenarios are relevant to occupational therapy practice in B.C.
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
sure that my personal knowledge base is wide enough to take on all responsibilities to which I am accountable.
I advise referring agents that I am unable to accept referrals for clients with spinal cord injuries. (I do not have adequate experience
or access to supervision to provide competent service to these clients).
I use the Canadian Occupational Performance Measure to involve clients in setting goals and priorities. I adapt the assessment
process to address referral concerns. I select assessment methods based on the individual clients needs and issues.
I follow the procedure outlined in the Occupational Performance Process Model for each client.
I discuss recommendations such as equipment and referrals with clients. Before sending reports to referring agencies, I review the
content of the report with the client and obtain consent to send it.
I check that I am up-to-date on client charting and workload documentation before accepting new referrals.
I developed policies and procedures for obtaining and documenting consent and release of information. I check that staff members
know and follow the policies and procedures.
I explain to students my role as their teacher and the limits of that role. For issues outside my scope, I advise students of other
resources within the university setting or the community.
I identify myself, my area of practice, and the reason for referral to all clients, making sure I address clients directly and not to family
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
members.
I use assessment tools that have been developed and tested for the client population I serve (e.g. clients who have sustained
a stroke). I document the assessments used and how results were integrated with client goals to guide intervention and
recommendations.
I reviewed the theoretical basis, reliability and validity of various functional capacity evaluation protocols. I include in my reports the
limitations of the method when interpreting assessment results and providing recommendations.
I researched potential outcome measures for use with clients participating in group therapy to address anger management. I chose
an appropriate measure and have used it with a number of clients to demonstrate effectiveness of group therapy.
I consider a clients activity tolerance and number of other therapy appointments when deciding on the frequency of occupational
therapy intervention.
I use a performance measures survey with all new clients in the agency to evaluate overall service effectiveness. Clients provide
information about how well the service helped them meet their goals and whether their personal strengths and choices were
considered.
I have outcome measures in place to determine if the outcome of my goals and programming were properly demonstrated by
means of my chosen assessments.
I discuss assessment results with each client to ensure that they understand the results and any recommendations.
I consult with a speech language pathologist when treating clients with aphasia. I use gestures and written diagrams to accompany
verbal information, depending on the best way for each client to receive information.
I follow an established procedure to regularly distribute (with client consent) written reports to outside agencies, physicians, and
others who are involved in care for a client. There is a designated team member to facilitate communication between the client,
team members and outside agencies and/or providers.
I call parents of the children I serve in the school to discuss any changes to the occupational therapy program, including planning
discharge. If I recommend referring the child to a community program, I discuss with parents what information I would like to
provide to that program and obtain permission to do so.
I respond to requests for information from the Ministry within the timeframe specied. I provide information to the board when
needed for their governance decisions.
I post my ofce hours and advise students as to when I am available and how to reach me if they have questions or need academic
direction.
I make sure to identify stakeholders from the start and ask the client and stakeholders to identify any concerns or questions within
I have case conferences with clients and their families to discuss treatment and progress throughout the intervention, and I
encourage contact at any time by providing my necessary contact information.
I make sure that I provide clients with options for intervention strategies, and discuss with them the pros and cons of chosen
intervention, any safety concerns, and implications of service provision, i.e. decisions and documents.
I make sure I frequently re-visit client expectations during interactions and review progress notes on a recurrent basis being aware
of not using medical jargon that could confuse the client.
I identify resources to increase communication such as using large print, augmentative equipment, interpreters, documents in
different languages and any environmental aids such as minimizing distractions and optimal positioning for communication.
I complete college self-assessments with colleagues. I review my Professional Development Plan periodically and follow through
with my plans.
I heard of a new assessment for my client population. I obtained the assessment and reviewed the administration manual. I
practised administering the assessment with normal volunteers and sought feedback on my process and results until I could
administer the assessment according to the standard protocol.
I purchased a directory of community resources available in my area and called a number of agencies to clarify their roles, when it
might be appropriate to refer a client, and the process to follow. I have linked several clients with appropriate community resources.
I attend an Occupational Therapy Psychiatric Interest group on a monthly basis. We share resource information, discuss current
research and problem-solve clinical scenarios. I facilitated a task group with my service team to search for and implement an
agitation scale.
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
I schedule time within and outside my work hours to review professional journals or texts or to conduct Internet research in areas
relevant to my practice.
I maintain a list of courses or other formal learning activities. I complete learning logs to record key learning that directly impacts
my practice.
I facilitate staff networking by scheduling monthly meetings on topics identied by staff. I attended a conference on changes to the
Employment Standards Act and implemented changes to organizational policies.
When assigning service to the Occupational Therapy Assistant (OTA), I demonstrate then observe the rst few sessions. I schedule
regular meetings with the OTA to discuss progress. I review the OTAs progress notes and follow-up as needed.
I ensure that there is a schedule for maintaining, cleaning and calibrating equipment according to manufacturers
recommendations. I assign responsibility to follow the schedule and document the process. I review the documentation to ensure
COTBC Continuing Competency Program Guide to Completing the Self-Assessment and Professional Development Plan
10
I supervise children who are using materials or equipment that could result in injury.
When consulting, I only teach others to perform activities that do not require the knowledge and skills of an occupational therapist.
I inform the appropriate person when I notice environmental hazards in clients homes, in schools or other community settings. I
use antiseptic lotion to wash my hands after each visit with a client in the community.
I helped establish the role responsibilities and accountabilities for support personnel at the agency. I hired a consultant to review
our organizations compliance with the Health and Safety Act and implemented the recommended changes.
I make sure I determine which clients to see rst by prioritizing needs such as skin breakdown and risk of falls.
I make sure to remain aware of sexual assault issues if there is suspicious behaviour and I avoid placing myself in a situation that
could lead to injury and harm.
I make sure that the policies and procedures of my institution are up-to-date and clearly outlined.
REFERENCES
Association of Canadian Occupational Therapy Regulatory Organizations. (2003). Esssential competencies of practice for
occupational therapists in Canada (2nd ed.). Toronto, ON: Author.
College of Occupational Therapists of Ontario. (2004). Your Guide to Self-Assessment (Appendix B). Toronto, ON: Author.