Guide to Completing self appraisal

8/10/2019 Guide to Completing self appraisal

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Store at Tab #6 of your Registrant Information and Resources Binder

Guide

to Completing the

Self-Assessment

and Professional

Development Plan

College of Occupational Therapists of British Columbia

Continuing Competency Program


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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 reflect closely materials found in the Essential Competencies of Practice for Occupational Therapists in Canada,

2ndEd. 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:

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

COTBCContinuingCompetencyProgram

GuidetoCompletingtheSelfAssessmentand

ProfessionalDevelopmentPlan


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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

Step 3: Complete Your Self-Assessment ....................................................................................................................................... 4

Step 4: Set Priorities ..................................................................................................................................................................... 5

Step 5: Create Your Professional Development Plan .................................................................................................................... 6

Appendix I: Practice Examples ..................................................................................................................................................... 7


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WHAT IS INCLUDED IN THIS PACKAGE?

This package contains the following four documents:

The Guide to Completing the Self-Assessment and

Professional Development Plan;

The Self-Assessment Tool;

The Professional Development Plan; and

Continuing Competency Declaration Form.

The guide provides you with detailed information to help you

complete a self-assessment and professional development

plan so you may sign your continuing competency declaration

with confidence. The Self-Assessment Tool enables you to

reflect on your competency as an occupational therapist and

how your practice meets the Essential Competencies of Practice

for Occupational Therapists in Canada,2ndEd. Upon completing

the tool, you will be better prepared to create your own

Professional Development Plan. The overall goal is to help

you to maintain and enhance your competency to practise

occupational therapy in B.C.

HOW DO I COMPLETE THE

SELF-ASSESSMENT AND PROFESSIONAL

DEVELOPMENT PLAN?

The Self-Assessment Tool is a series of checklists organized

under the seven broad units of essential competencies. Under

each unit are specific competencies (listed as Items 1, 2, 3,

and so forth) that focus on the general abilities required to

accomplish the main tasks, functions or roles in occupational

therapy practice. There are specific behavioural examples

provided under each item

(listed as a, b, c, and so

forth.) These relate to the

performance indicators of a

specific competency.

As you work through thechecklists, you identify

those areas in which you

meet the competency consistently and those areas that

require improvement. At the end of each competency unit

there is space provided to fill in examples from your own

practice. Although this step is optional identifying examples

in your practice may help you to complete your Professional

Development Plan.

These documents

should be placed in

your College Registrant

and Resources binder

under Tab 6, Continuing

Competency Program.

INTRODUCTION

The Health Professions Actrequires 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 continuingcompetency 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

3. Competency Improvement.

Completing a self-assessment and professional development

plan are considered parts of the first element of the colleges

continuing competency program. The activities are related

to your ability to reflect on your practice using the essential

competencies and to develop goals for ongoing professional

development. The action rests with the individual registrant

taking responsibility for ongoing professional development,

although registrants are required to sign and return aContinuing Competency Declaration form, and you must

keep your documents for 5 years. In the future, other program

elements will be developed so that the college can monitor

and enforce the continuing competence of its registrants as

outlined in the Health Professions Act.

The Continuing Competency Committee1, based the guide and

tools on the Essential Competencies of Practice for Occupational

Therapists in Canada,2ndEd. which were validated through

the work of the ACOTRO and adopted by COTBC in 2003

to describe the essential competencies and performance

indicators required of an occupational therapist to practise in

B.C.

1The Continuing Competency Committee is a sub-committee of the Quality Assurance Committee that reports directly to the COTBC Board of Directors.


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The Professional Development Plan is completed following

your self-assessment. It provides you with a structure with

which to develop goals and action plans for those areas you

identified as needing or wanting to improve.

WHEN MUST I COMPLETE THE SELF-

ASSESSMENT AND PROFESSIONAL

DEVELOPMENT PLAN?

Once every two yearsyou need to complete the Self-

Assessment Tool unless a major change in your practice has

occurred. Every yearyou need to complete a Professional

Development Plan.

The package is mailed to registrants in August each year. We

recommended you work through the Self-Assessment Tool and

develop your plan between September and January so you can

submit your Continuing Competency Declaration form by

the February 15 deadline.

If a major change in your practicehas occurred you should

complete the Self-Assessment Tool even if only one year has

elapsed. Examples of major changes include:

Returning to clinical practice following an absence of

more than six months for any reason, including having

assumed primarily non-clinical roles.

Working in a different system; for example, moving from

institutional to community practice, changing from a

publicly funded to a privately funded system.

Encountering changes in the practice environment

that impact on professional support systems; for

example, organizational restructuring that changes

access to peer consultation.

Serving clients with different occupational

performance issues, or when different performance

components or different environments need to be

considered.

Moving to a role where different knowledge, skills or

judgment is needed; for example, new supervisory or

advisory responsibilities.

Process to Completing a Self-Assessment

and Professional Development Plan

August: College mails Continuing

Competency Package

September January:Registrants complete self-

assessment and prepare Professional

Development Plan

Step 1: Prepare and Plan

Step 2: Review Previous Professional

Development Plans and Self-

Assessments (new registrants will skip this step)

Step 3: Complete Self-Assessment (bi-

annually)

Step 4: Set Priorities

Step 5: Create Professional Development

Plan (annually)

February 15: Continuing Competency Declarationform due at COTBC office.

June 30:Registrant Renewal Deadline declaration

form must be on college file to

renew registration.

The college requires that you retain all your

documents for 5 years.


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Step 2: Review your last Professional

Development Plan and Self-Assessment

** If you have notcompleted the a self-assessment, this

step does not apply. Move on to Step 3.

2.1 Start with your last Professional Development Plan(s),

review each goal and document the outcome(s) for each

action plan.

If you completed items from your action plan, record

date completed.

For each goal, record the review date, the outcome

and describe the impact on your practice.

2.2 Review your previously completed self-assessment(s) to:

Recall your previous thoughts and practice

examples.

Decide whether previous areas identified as

needing or wanting to improve are still relevant.

Step 3: Complete the Self-Assessment Tool

3.1.Complete the cover page of the Self-Assessment Tool to

describe the services you offer in your present practice

setting.

The Self-Assessment Tool helps you examine whether you meet

the essential competencies. For your convenience, we have

provided a cross-check to performance indicators listed in the

essential competencies document should you wish to review

these in more detail. These appear in the column Cross Check

with E.C. Performance Indicators.

3.2. Review the behaviours listed under each item and check

the appropriate column indicating whether you meet the

competency consistently, need or want improvement

or find the competency not applicable to your area of

practice.

STEPS FOR COMPLETING YOUR

SELF-ASSESSMENT AND PROFESSIONAL

DEVELOPMENT PLAN

Step 1: Prepare and Plan

1.1 Plan on spending several hours to complete the process.

Two or three shorter sessions may be better than

one long one.

If possible, allow time to consult with colleagues.

They may help to identify practice examples and

provide feedback on your Professional Development

Plan.

1.2 If you have completed the process before, gather any

previously completed self-assessments and ProfessionalDevelopment Plans. We also recommend the following

resources:

Your College Registrant Information and Resources

binder including a copy of the Essential Competencies

of Practice for Occupational Therapists in Canada,

2ndEd.

Any documentation of completed professional

development activities.

Other relevant

documents suchas performance

appraisals

and results of

client satisfaction

surveys.

Information

on legislation

relevant to your

practice. Examples

include consent,

substitute

decision makers,

child protection,

and protection of

privacy.

A copy of the Essential

Competencies for

Occupational Therapists

in Canada,2ndEd.

(ACOTRO, 2003) should

be under Tab #4 in your

registrant binder.

Copies can also be

downloaded from the

college website at

www.cotbc.org

Occupational therapists

are responsible for

knowing and adhering

to any legislation

that applies to their

practice.


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Check this column: IF

I meet consistently You already perform at

the level required for your

practice setting and role.

Note: Consistently means

whenever the opportunity

occurs, even if it does not

arise very often.

I need or want to improve You NEED or WANT to

enhance your practice in

this area. You may check

both I meet consistently

& I want to improve if

you decide you already

perform at the required

level but wish to develop

additional knowledge or

skills.

Not applicable This statement describes

an aspect of the

competency that you feel

is not applicable to your

practice.

Note:Use Not applicable judiciously. Competencies apply atsome level to all areas of practice such as clinician, consultant,

administrator, educator

or researcher. If you feel a

competency is not applicable

in a particular situation a

reasonable explanation

should be recorded.

As you decide which

answer to check, ask

yourself, In my current area of practice, what do I do thatrelates to this statement? For example, if you were thinking

about Item 18: I maintain confidentiality and security in the

transmission, storage and management of information, you

might recall discussions with your employer about facility

policies and procedures related to using e-mail for sending

client information or requests for the installation of desk locks

to maintain client information safety. These examples will help

you decide whether you already perform at your desired level,

or want to improve.

Discuss with other

occupational therapists

how they demonstrate

a competency and/or

look in Appendix I for

some examples.

3.3 Practice examples will differ according to your area of

practice. Refer to the information in Appendix I to find

examples of competency applications to different areas

of practice.

3.4 We have provided cues with several behaviours to

assist you in responding to the statement. The cues

however are not intended to be exhaustive.

3.5 Space is provided at the end of each competency unit

for you to jot down practice examples. Note: It can

be helpful for self-reflection to document concrete

examples of how you are meeting competencies.

3.6 As you go along, if you identify a I need or want to

improve, jot down some thoughts on the worksheet

summary page, found on the last page of the tool.

Step 4: Set Priorities

4.1 Create a list of areas for improvement.

At the end of the Self-Assessment Tool is an optional

Self-Assessment Worksheet. By summarising your areas

of improvement on one page, you may find it easier to

prioritize and develop your annual professional development

plan. Alternatively, you could use blank paper or your own

method.

Other documents to consider when listing areas of

improvement:

Previous years Professional Development Plan.

Were there unmet goals?

Previous self-assessments. Are there areas for

improvement that are still relevant but were not

included in your last Professional Development

Plan?

Performance appraisals, chart audits and peerreviews. What professional development action

plans were identified from these other processes?


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4.2 Decide on a priority level for each area of improvement.

Here is one method of prioritizing:

High Priority Your current practice role requires

immediate improvement or growth in this area and

you need to plan strategies that will allow you to

reach your goal this year.

Medium Priority Growth would be very helpful

in this role but it is less urgent. If the opportunity

arises, you will act; otherwise, you may address it in

the future.

Low priority While you wish to grow, or have

some interest in this area, it is not critical for your

current role. You will pursue it only after higher

priorities are met.

If you have not identified any competencies which need to

be improved, you may still wish to identify areas of desired

professional growth and develop a plan to meet these and/or

maintain competencies. Items where you checked both boxes

indicate areas where you perform at the required level but

wish to develop additional knowledge or skills.

Step 5: Create Your Professional

Development Plan

5.1 Review your prioritized list of areas for improvement.

Highlight those areas which you identified as highest

priorities and select a reasonable number to include in your

Professional Development Plan. It is unrealistic to expect to

achieve everything in one year, so be thoughtful and select

areas for improvement that will have the most impact on your

current practice and clients care. Depending on the size and

complexity of your goals, you are advised to focus on one to

five goals. You may choose to focus on fewer goals if you workpart-time.

5.2 Use one Professional Development Plan worksheet for

each goal.

5.3 Write Specific, Measurable, Achievable, Realistic, and

Time-limited (SMART) learning goals.

Think within a one-year time frame and, if needed, break

the goals into sub-goals. Goals should have an observable

outcome. Consider how you will demonstrate that you have

met you goals and what changes you would see in your

practice or in client outcomes.

Examples of goals that do not followSMART principles:

I will practise more responsibly.

I will memorize the Health Professions Act.

Examples of goals that do followSMART principles:

By April I will review my employers policies and

procedures for obtaining consent from clients

and ensure all clients in my vocational program

understand their rights to determine what

information is shared with other agencies.

By April I will review the COTBC Bylaws and be

able to explain the role of the board in professional

regulation.

5.4 Identify an Action Plan for meeting your goal this year.

These are the concrete strategies you will take to achievethe outcome. Attach specific timelines to each strategy. Be

proactive in accessing resources to meet high priority goals. Do

not wait for an opportunity to come your way be innovative

and seek creative ways to learn what you need to maintain

and enhance your competency.

Your final Professional Development Plan provides specific

directions and timelines for strategies that will enhance your

competence over the next year. In subsequent years you should

review areas for improvement that were not addressed. You

can decide to address them, change them, or track them forfuture consideration.


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2These 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.

APPENDIX 1: PRACTICE EXAMPLES2

This section provides examples from a variety of practice areas related to each of the seven essential competency units.

Adapt and personalize these examples to demonstrate your competency.

Competency Unit I: I Assume Professional Responsibility

I provide clients with lists of vendors or service providers to enable them to make an informed choice. When requested to carry

specific products for sale to clients, I decided to make arrangements for the product to be carried by a supply firm with whom I have

no financial 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

sure that my personal knowledge base is wide enough to take on all responsibilities to which I am accountable.

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.

Competency Unit II: I Demonstrate Practice Knowledge

I review college publications for changes in practice requirements or regulations, highlighting relevant information for action andfollow-up.

I read articles from the Canadian Journal of Occupational Therapythat are relevant to my practice. I perform on-line searches to

acquire relevant references when faced with new issues.

I keep a file 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 identifies 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.


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Competency Unit III: I Use a Practice Process

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

members.

Competency Unit IV: I Think Critically

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.


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Competency Unit V: I Communicate Effectively

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 specified. I provide information to the board when

needed for their governance decisions.

I post my office 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

the clinical setting at the beginning of the session.

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 I get consent at all necessary points on an on-going basis.

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 awareof 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.

Competency Unit VI: I Engage in Professional Development

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.


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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 identified by staff. I attended a conference on changes to the

Employment Standards Actand implemented changes to organizational policies.

REFERENCES

Association of Canadian Occupational Therapy Regulatory Organizations. (2003). Esssential competencies of practice for

occupational therapists in Canada(2nded.). Toronto, ON: Author.

College of Occupational Therapists of Ontario. (2004). Your Guide to Self-Assessment(Appendix B). Toronto, ON: Author.

Competency Unit VII: I Manage the Practice Environment

When assigning service to the Occupational Therapy Assistant (OTA), I demonstrate then observe the first 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

the required activities have been completed.

I follow universal precautions and infection control procedures.

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 first by prioritizing needs such as skin breakdown and risk of falls.

I go on joint home visits if there is suspected risk of harm to myself.

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 staff knows where I am at all working times.

I make sure that the policies and procedures of my institution are up-to-date and clearly outlined.

Guide to Completing self appraisal

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