guide to completing self appraisal
TRANSCRIPT
-
8/10/2019 Guide to Completing self appraisal
1/12
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
-
8/10/2019 Guide to Completing self appraisal
2/12
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
-
8/10/2019 Guide to Completing self appraisal
3/12
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
-
8/10/2019 Guide to Completing self appraisal
4/122
COTBCContinuingCompetencyProgram
GuidetoCompletingtheSelfAssessmentand
ProfessionalDevelopmentPlan
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.
-
8/10/2019 Guide to Completing self appraisal
5/12
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.
-
8/10/2019 Guide to Completing self appraisal
6/124
COTBCContinuingCompetencyProgram
GuidetoCompletingtheSelfAssessmentand
ProfessionalDevelopmentPlan
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.
-
8/10/2019 Guide to Completing self appraisal
7/12
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?
-
8/10/2019 Guide to Completing self appraisal
8/126
COTBCContinuingCompetencyProgram
GuidetoCompletingtheSelfAssessmentand
ProfessionalDevelopmentPlan
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.
-
8/10/2019 Guide to Completing self appraisal
9/12
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.
-
8/10/2019 Guide to Completing self appraisal
10/128
COTBCContinuingCompetencyProgram
GuidetoCompletingtheSelfAssessmentand
ProfessionalDevelopmentPlan
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.
-
8/10/2019 Guide to Completing self appraisal
11/12
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.
-
8/10/2019 Guide to Completing self appraisal
12/120
COTBCContinuingCompetencyProgram
GuidetoCompletingtheSelfAssessmentand
ProfessionalDevelopmentPlan
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.