The Continuing Competence Program (CCP) Workbook is an essential tool for identifying and reflection on your own practice, documenting your self-assessment, setting learning goals, documenting completed learning activities, and identifying the benefits to your practice. It also includes the space to tie all of this information together into your reflection on learning. The College encourages all members to use this resource when completing their CCP each year.
The CCP Workbook has three parts to help members complete the Continuing Competence Program. We’ve included a summary of these parts below:
Part 1 – Practice Profile Reflection
Learning goals and activities are most beneficial when they relate to enhancing the learning, the knowledge and the skills of each individual members current practice. As each member defines their professional practice profile, they will find it easier to complete the self-assessment tools that follow and be better able to focus their learning on activities that relate to their practice.
Part 2 – Self-Assessment
The self-assessment tool is based on the Integrated Competencies for Dietetic Education and Practice and is designed to assist members in identifying their learning needs and documenting opportunities to develop and improve various aspects of their practice.
For convenience and ease of use, the practice competencies are organized within a framework consisting of five broad areas of practice:
- Professional Practice
- Communication and Collaboration
- Nutrition Care
- Population and Public Health
Within the areas of practice, the Integrated Competencies consist of an interrelated set of practice competencies and performance indicators.
Part 3 – Learning Plan Worksheets
The learning plan helps members define learning objectives and goals and identify activities to achieve them. Specifically, it will ask you to identify: the indicator chosen; the learning objective; why the learning objective is important to your practice; what the anticipated benefit to your practice is; learning activities (and dates completed); and a reflection on your learning, prior to beginning the assessment of your practice for the next registration year.
The Learning Plan Worksheets consist of three sections:
Section A: Learning Goals
Learning goals are formulated based on learning needs identified in the self-assessment process. Upon completion of the self-assessment process, members will have identified two areas of competence as priority focus. The Learning Plan Worksheets have been designed to guide members in the process of writing their learning goals. Key things to remember are as follows:
- Goals (and activities) must be completed within the Continuing Competence year
- Goals must be specific, clear and measurable – please choose one practice competency and performance indicator for each learning goal
- Goals must relate to enhancing knowledge and skills in a specific area related to practice; goals should not relate to fulfilling job related duties or a task but should be learning goals (for example, leading a committee is a task related goal, not a learning goal).
- Goals are not based on waiting for an activity (for example a conference). The Continuing Competence Program is about having a plan to enhance learning and hence competence.
Section B: Competence Activities
Once learning goals have been written, members should plan the learning activities they will undertake to reach each of their learning goals. It is recommended that members choose a variety of learning activities depending on their learning style and the goals they have set. Learning activities may include but are not limited to the following:
- Journal club / study group
- Courses / residency
- Case studies / rounds
- Networking / discussion groups
- Development / delivery of presentations
- Self-directed research / journal reviews
- Conferences / workshops / in-services
- Job shadowing
- Consultation with other health professionals / peers
- Work with college / professional association
A list of completed activities and associated dates related to each goal. An important element of the Learning Plan involves keeping track of activities and outcomes on a regular basis. To verify participation in learning activities related to each learning goal, include the following for each Learning Plan in your Workbook or personalized documentation:
- Ensure that verification and supporting documentation are available in your files in the event of an audit
The Continuing Competence Program requires that members be able to provide documentation that demonstrates goals have been achieved. This can be done by retaining evidence of outcomes related to goals, such as samples of or references to presentations, recommendations, newly developed or revised materials or plans for a new program. Participation in learning activities may be verified by retaining copies of certificates, programs, receipts or references to internet sites, journal articles, summaries of articles or other readings and / or other learning resources.
Please do not submit verification and supporting documentation unless requested by the College. Verification and supporting documentation may be called in for review at any time by the College.
Section C: Reflection on learning and competence enhancement
After planning learning activities to achieve each of their learning goals, members are asked to consider the anticipated benefits of achieving their learning goals. In determining how their practice will be affected or enhanced, members may find it helpful to consider the following in relation to each of their goals:
- Skills they will be able to demonstrate
- Their ability to act as a resource person
- Items they will have developed (presentations, resource materials etc)
- Reports they will have written
- Presentation they will have delivered
- Recommendations they will have been able to make
To access the CCP Workbook:
Click here to view the Continuing Competence Program Workbook (write-able Word format)
To assist you in successfully completing your Continuing Competence Program Workbook, we’ve provided examples of a practice profile reflection, self-assessment and Learning Plan worksheets for Registered Dietitians and Registered Nutritionists.