for Registrants of The College of Dietitians of BC · (based on results of your self assessment) a) Identifying learning goals b) Identifying learning activities to address the learning

Continuing Competence Program for Registrants of the College of Dietitians of BC 1

April 2007

PROFESSIONAL DEVELOPMENT GUIDE

April 2007

CONTINUING COMPETENCE PROGRAM

The College of Dietitians of BCfor Registrants of

Continuing Competence Program for Registrants of the College of Dietitians of BC2

April 2007

1 INTRODUCTION TO THE PROGRAM1 CONTINUING COMPETENCE PROGRAM COMPONENTS2 ABOUT THE PROFESSIONAL DEVELOPMENT GUIDE2 RATIONALE3 BACKGROUND3 PRINCIPLES4 INSTRUCTIONS FOR USING THE PROFESSIONAL

DEVELOPMENT GUIDE5 SCHEDULE OF DATES: 2007-20106 PARTICIPATION REQUIREMENTS6 VOLUNTARY SUBMISSION IN 20076 COHORT ASSIGNMENT7 COMPONENTS7 1. Self Assessment7 a. Professional Portfolio8 b. Self Assessment Relative to Standards of Practice9 Completing the Self Assessment Relative to Standards of

Practice Form10 2. Personal Professional Development Plan and Progress Tracking11 Using the Professional Development Plan and Progress

Tracking Form11 a. Identifying learning goals12 b. Identifying learning activities to address the

learning goals13 c. Tracking progress toward learning goals and activities

14 3. Declaration of Continuing Competence Program Participation 15 GLOSSARY18 REFERENCES19 APPENDICES 20 1. Self Assessment Relative to Standards of Practice25 2. Personal Professional Development Plan and Progress Tracking26 3. Declaration of Continuing Competence Program Participation 2732

4. Samples of Appendices 1 and 2: Clinical Dietitian5. Samples of Appendices 1 and 2: Community Nutritionist

37 6. Samples of Appendices 1 and 2: Foodservice Manager42 7. Samples of Appendices 1 and 2: Clinical Nutrition Manager

Continuing Competence Program for Registrants of the College of Dietitians of BC

TABLE OF CONTENTS


April 2007

My cohort number: ___________________

My first reporting period date: March 31, 20 _______

Continuing Competence Program for Registrants of the College of Dietitians of BC

Note: Throughout this document, the use of CCP refers to Continuing Competence Program, and PDG refers to Professional Development Guide.


April 2007

INTRODUCTION TO THE PROGRAM

CONTINUING COMPETENCE PROGRAM COMPONENTS

The Continuing Competence Program has three components:

This document is an introduction and guide to the Continuing Competence Program (CCP) for registrants of the College of Dietitians of BC (CDBC). The Continuing Competence Program was developed through consultation with registrants and informed by the experiences of other professional associations’ competency programs, both in dietetics and other health professions.

The Continuing Competence Program begins April 1, 2007. During the phase-in period (2007 to 2010), registrants will become familiar with completing and submitting the required documents. Eventually, registrants will follow a rotating cycle, submitting documents for review every three years. Refer to Schedule of Dates on page 5.

COMPONENT SEE PAGE

ACTIONS REQUIRED

1) Self Assessment

a) Professional Portfolio (highly recommended)

b) Self Assessment Relative to Standards of Practice

7 For personal use only

Complete annually Retain in the event of audit

2) Professional Development Plan and Progress Tracking (based on results of your self assessment)

a) Identifying learning goals

b) Identifying learning activities to address the learning goals

c) Tracking progress toward learning goals and activities

10 Update annuallySubmit every three years

3) Declaration of CCP Participation 14 Submit annually with registration renewal


April 2007

ABOUT THE PROFESSIONAL DEVELOPMENT GUIDE

By working through the Continuing Competence Program Professional Development Guide (PDG), registrants reflect on their performance relative to the CDBC Standards of Practice (Interim), and based on this assessment, decide what they want to learn and how they want to learn it. Through this process, registrants demonstrate ongoing growth and development of their professional knowledge and skills, and have a systematic way to document how their learning/development activities impact their practice.

RATIONALE

C C P

ONTINUING

OMPETENCE

ROGRAM

CCCCBD

As the regulatory authority for dietitians in British Columbia, the CDBC is responsible under the Health Professions Act for establishing and maintaining a continuing competency program to promote high practice standards. The Continuing Competence Program fulfills this legislative requirement and supports the College’s mandate to serve and protect the public. The Continuing Competence Program is based on the CDBC Standards of Practice (Interim), stated in Schedule B of the bylaws (www.collegeofdietitiansbc.org).


April 2007

BACKGROUND

PRINCIPLES

The Continuing Competence Program is one of several quality assurance initiatives of the CDBC designed to promote quality practice for the public’s protection. Other initiatives include:

Code of Ethics Standards of Practice Practice Guidelines Complaint process.

Protection of the public requires that registered dietitians (RDs) maintain and apply current knowledge. The Continuing Competence Program and the Professional Development Guide were developed to assist planning for and reporting of relevant professional development. CDBC has chosen a self-determined, reflective approach to professional development planning rather than a system of passive learning (e.g., documentation of attendance at or participation in learning activities). This approach was chosen as it promotes deeper and more personally relevant learning (Stoddard, 2004).

The CDBC committed to the following principles in developing the Continuing Competence Program:

The Continuing Competence Program contributes to protection of the public by ensuring registrants comply with appropriate standards of dietetic practice

Providing Continuing Competence Program tools (i.e., the Professional Development Guide) that are straight-forward, easy-to-follow, and time efficient for registrants to use

Valuing and encouraging continuing development and lifelong learning

Valuing all types of learning related to dietetics Using a fair and transparent process of document review/

assessment Evaluating the Continuing Competence Program on a regular

basis.

C C P

ONTINUING

OMPETENCE

ROGRAM


April 2007

To fulfill the requirements of the Continuing Competence Program, registrants refer to the relevant sections/forms in the Professional Development Guide to:

Assemble a professional portfolio (this step is highly recommended, although not mandatory)

Conduct a self assessment of performance relative to the Standards of Practice (Interim)

Summarize the results of the self assessment to identify target areas for personal professional development

Prepare a personalized learning plan by identifying existing and/or potential professional development activities that correspond to target areas

Document evidence of participation in relevant professional development activities

Track progress toward achievement of learning goals Complete and submit an annual declaration of participation in

the Continuing Competence Program Submit for review every three years a record of professional

development activities.

Professional Development Guide components are available in booklet format and as documents downloadable from the CDBC website (www.collegeofdietitiansbc.org).

INSTRUCTIONS FOR USING THE PROFESSIONAL DEVELOPMENT GUIDE

www.collegeofdietitiansbc.org


April 2007

SCHEDULE OF DATES: 2007-2010

DATE COHORT 1 COHORT 2 COHORT 3

April 1, 2007 Continuing Competence Program (CCP) begins for all registrants

October 31, 2007 Submit Professional Development Plan and Progress Tracking form

Voluntarily submit Professional Development Plan and Progress Tracking form to assist CCP development process

November 30, 2007 Receive acknowledgement of receipt of documents

December 31, 2007 Receive notification of successful completion of program

Receive feedback on submission after CDBC’s Registered Dietitian reviews documents

by March 31, 2008 End of reporting period - begin a new 3-year reporting period ending March 31, 2011

Submit Declaration of CCP Participation with 2008/09 registration renewal




by March 31, 2009 Submit Declaration of CCP Participation with 2009/10 registration renewal

End of reporting period - begin a new 3-year reporting period ending March 31, 2012

Submit Declaration of CCP Participation with 2009/10 registration renewal




by March 31, 2010 Submit Declaration of CCP Participation with 2010/11 registration renewal

End of reporting period - begin a new 3-year reporting period ending March 31, 2013

My cohort number: _______________ My first reporting period date: March 31, 20_______


April 2007

All registrants will initiate the program on April 1, 2007 per the Schedule of Dates on page 5. Registrants will: Work through the Self Assessment Relative to Standards of

Practice (Appendix 1) Prepare a Professional Development Plan (Appendix 2) If in Cohort 1, submit their Self Assessment and Professional

Development Plan for review by October 31, 2007 If in Cohorts 2 and 3, plan to voluntarily submit their Self

Assessment and Professional Development Plan for review by October 31, 2007.

PARTICIPATION REQUIREMENTS

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VOLUNTARY SUBMISSION IN 2007

COHORT ASSIGNMENT

Registrants in Cohorts 2 and 3 may voluntarily submit their documents in the first year of the program. This will prevent registrants in these cohorts from waiting two to three years respectively for document review1. CDBC will acknowledge receipt of documents, and will review and assess submitted documents.

Once the Continuing Competence Program has gone through the first three-year cycle (in 2010), registrants will submit documents (Professional Development Plan and report) for review using a three-cohort/three-year rotation.

You were informed of your cohort number in the cover letter accompanying this Professional Development Guide. Please transfer the information here:

My cohort number: ________________ My first reporting period date: March 31, 20 ___________

Also transfer this information to the back of the Table of Contents page, and at the bottom of page 5 and Appendix 3, the Declaration of CCP Participation.The CDBC will inform dietitians who become registrants after April 1, 2007 of their cohort.

1 During registrant focus groups to develop the CCP and the PDG in 2006, participants were unanimous in wanting to begin the program immediately. None of the respondents were interested in waiting three to four years before reporting their plans and learning activities.

Assignment to one of three cohorts will be by birthdate as this parameter does not change, as do surnames or health regions.


April 2007

1. SELF ASSESSMENT

Self assessment provides registrants with a systematic way to reflect on their practice, to confirm the areas of practice where they perform well, and to identify others that they want to maintain, develop or enhance. Completing this process contributes to continuous practice improvement.

The self assessment process is made up of two components.

a. Professional Portfolio b. Self Assessment Relative to Standards of Practice

a. Professional Portfolio

ActionsRegistrants:

Prepare a Professional Portfolio

Preparing a Professional Portfolio is highly recommended. A Professional Portfolio provides a record of a registrant’s practice, and makes it easier for registrants to assess their employment and professional activities and to plan their professional development.

The Portfolio may have other uses (e.g., preparing for job/promotion interviews). Once established, a Portfolio is readily maintained and updated.

A Professional Portfolio may include, but is not limited to: a current résumé or curriculum vitae job description(s) or brief summary(ies) of the

responsibilities of a position or positions held professional performance assessment(s)

from employer(s), colleague(s), client(s), mentor(s), etc.

letters of thanks or support from students, colleagues, or clients/clients’ families

letters of reference resources developed policies and procedures to standardize

practice announcements of or handouts or citations

of proceedings from presentations at professional meetings

announcements of or handouts from presentations to colleagues about conferences attended

copies of published journal or professional newsletter articles

evidence of professional volunteer service (e.g., Board, committee or working group participation)

evidence of awards, certificates, diplomas and degrees conferred

formal education transcripts for baccalaureate and post baccalaureate studies

evidence of completion of dietetic internship and/or professional certificate programs

journaling, scrapbook or other documentation outlining search for or pursuit of areas of interest to explore

completed Professional Development Plan and Progress Tracking forms

other documents of personal relevance.


April 2007

Actions

Registrants: Complete their Self Assessment Relative to Standards of

Practice annually Retain a copy of their Self Assessment in the event of

document review following audit of reports submitted every three years, and to inform preparation of future learning plans.

Self Assessment is a systematic way for registrants to compare their practice to CDBC Standards of Practice (Interim). Working through the Self Assessment can help registrants identify their strengths and professional development goals to maintain or develop their knowledge and skills. Registrants can complete the Self Assessment independently or with mentors, colleagues or peers (collective input can help identify professional development options and opportunities).

The seven Standards of Practice* (Interim2) are:

b. Self Assessment Relative to Standards of Practice (use forms in Appendix 1)

SELF ASSESSMENT - continued

Standard 1 A dietitian assumes accountability and responsibility in the provision of competent, safe, ethical, and professional practice. Standard 2 A dietitian communicates and interacts clearly and effectively with individuals and groups. Standard 3 A dietitian applies current research and best practice findings when delivering services.Standard 4 A dietitian practicing in the area of direct client care effectively provides services to achieve appropriate goals.Standard 5 A dietitian practicing in the area of community and population health effectively provides food and nutrition initiatives that meet the needs of individuals and communities.Standard 6 A dietitian practicing in the area of foodservice administration manages foodservice systems in an effective and efficient manner.Standard 7 A dietitian practicing in the area of organization management effectively applies appropriate management systems and principles.Each Standard of Practice has several Indicators illustrating how the Standard can be applied.

*Note:Standards 1, 2 and 3 are applicable to all registrants. Standards 4 to 7 are applicable to registrants practicing in specific scope of practice areas.2 The CDBC Standards of Practice (Interim) were developed through registrant, Board, and committee adaptat ion of the Essential Competenc ies fo r D ie te t i c Practice produced by the Alliance of Canadian Dietetic Regulatory Bodies (2006).

SELF ASSESSMENT RELATIVE TO STANDARDS OF PRACTICE

Instructions for completing your self assessment:

1. Read the Indicators for each Standard of Practice.

2. Using your Professional Portfolio as a guide, reflect on your professional abilities and performance related to each Indicator.

3. For each Indicator:

a) Make notes about your professional performance indicating strengths in this area or where you want to maintain or develop your abilities/performance.

b) Decide whether you need to address this Indicator (yes/no response).

c) Determine your priority for taking action.

Note: If you had more than one employment position, identify what position(s) your notes

refer to. Notes may serve as reminders during subsequent annual assessments and will

explain your rating in the event of a records audit.




April 2007

Completing the Self Assessment Relative to Standards of Practice form

Step 1Registrants set aside sufficient time to carefully review the Standards of Practice (Interim) and Indicators (forms in Appendix 1).

Step 2For each Indicator under all Standards that apply to their area of practice, registrants make notes about their professional performance indicating strengths or where they want to maintain or develop their abilities/performance.

Step 3Registrants indicate with a “yes” or “no” if they need to take action to address the Indicator.

Note: Registrants can decide which of the areas requiring action have priority to plan their learning goals.

Refer to Appendices 4 through 7 for examples of completed Self Assessment Relative to Standards of Practice forms from clinical practice, community nutrition, foodservice management, and clinical nutrition management perspectives respectively.

SELF ASSESSMENT - continued

Example

As you make notes on your performance per Standards of Practice 3 (A dietitian applies current research and best practice findings when delivering services), Indicator 2 (Acquires and applies new knowledge, skills and abilities to all areas of practice), you note that you wonder how to improve the process of collecting client feedback information, sensing that there must be efficient ways to gather accurate information to inform approaches to nutritional care.

You indicate “yes”, that

you want to address this Indicator through your learning.

You decide that you want to learn about developing client feedback forms and about ways to improve return rates during the next three months.


April 2007

2. PERSONAL PROFESSIONAL DEVELOPMENT PLAN AND PROGRESS TRACKING

The Professional Development Plan (Appendix 2) is based on each registrant’s Self Assessment, and addresses those areas where a registrant identified she/he needs to take action to address one or more Indicators within a Standard of Practice.

The professional development planning and progress tracking process consists of three activities:

a. Identifying learning goals

b. Identifying learning activities to address the learning goals

c. Tracking progress toward learning goals and activities.

Registrants note their learning plans for those Indicators they feel require attention.

It is recommended that registrants work on at least three learning goals that address three different Standards and/or Indicators.

Registrants may find that consulting with mentors, peers or colleagues helps in developing their professional development plan, and in identifying learning activities.

Registrants document their progress toward their learning goals on the Professional Development Plan and Progress Tracking form (Appendix 2). Progress tracking provides registrants with the flexibility to describe both planned and unplanned knowledge and skill development activities.

For planned activities, registrants describe learning activities that are consistent with their learning plans.

For unplanned activities, registrants describe unforeseen or serendipitous learning opportunities that contributed to addressing their learning goals.

ActionsRegistrants:

Complete or update their Professional Development Plan and Progress Tracking form at least annually based on their annual Self Assessment Relative to Standards of Practice

Submit their Professional Development Plan and Progress Tracking form every three years according to the schedule for their cohort (refer to Schedule of Dates on page 5).

PROFESSIONAL DEVELOPMENT PLAN AND PROGRESS TRACKING

LEARNING GOALS

LEARNING ACTIVITIES/RATIONALE

PROGRESS TRACKING

# Re: Standard and Indicator

Preliminary Progress

Intermediate Progress

Substantial Progress

Completed Suspended Comment

Comments on progress:

Preliminary Progress: have developed a plan Substantial Progress: nearing completion of plan Suspended: work on plan discontinued Intermediate Progress: have started working on plan Completed: all activities complete



Make as many copies of this form as you need to record your Professional Development Plans.

Reminder: To be filled in throughout the reporting period. Submit at the end of the reporting period. It is recommended that registrants work on at least three learning goals that address three different Standards and/or Indicators.


April 2007

PERSONAL PROFESSIONAL DEVELOPMENT PLAN - continued

Using the Professional Development Plan and Progress Tracking formEach page of the Professional Development Plan and Progress Tracking form is divided into two sections. The left side is to outline learning goals and planned activities; the right side is to track progress. Space is provided for comments on all learning goals and activities.

The left side of the page is divided into two columns: Learning Goals and Learning Activities/Rationale.

The right side of the page is divided into six columns: Progress Tracking.

a. Identifying learning goals

Registrants use the left side of the Professional Development Plan and Progress Tracking form to record learning goals and activities.

Learning goals relate to the Indicators for the Standards of Practice (Interim) that the registrant identified they wanted to address in the Self Assessment.

Registrants identify the learning goals with the appropriate Standards and Indicator number.




LEARNING GOALS


PROGRESS TRACKING











April 2007


You plan to base program and service planning decisions on client feedback. Consequently, you want to learn to create and use more effective client surveys.

Under Learning Goals, you record Standards of Practice 3, Indicator 2.

Under Learning Activities you write, “Review current resources on development of effective surveys.”

Under Rationale you write, “Reviewing other surveys and tips on development will help me improve my own client surveys.”

Example

b. Identifying learning activities to address the learning goals

For each learning goal, registrants identify learning activities. These cover the full range of formal and informal activities such as attending educational programs, reviewing current research, and attending in-service events where possible. Registrants provide specific details for each planned learning activity such as the title and date of a lecture, or a specific area of internet research.

Examples of formal learning university, college or other accredited courses accredited certificate programs self-directed or distance learning programs residency and fellowship programs.

Examples of informal learning published articles internet or literature research professional reading, relevant films, audio or video recordings in-service education experiences research projects and presentations of research results workshops, conferences, exhibits, lectures, seminars study, journal or discussion groups case studies/case presentations professional interactions with others including preparation

for and participation in mentor or preceptor roles.

Registrants outline rationale or other points of interest/explanation about the identified learning activities. A rationale explains why the specific activity helps achieve the learning goal.


April 2007

Example

c. Tracking progress toward learning goals and activities

The Professional Development Plan and Progress Tracking is meant to be flexible to accommodate the realities of learning opportunities that do not deliver as anticipated, or that come up unexpectedly.

Registrants use the right side of the Professional Development Plan and Progress Tracking form to track progress toward their learning goals and activities. Registrants use the left side of the form to describe unplanned learning opportunities and how they relate to particular Indicators for the Standards of Practice (Interim).

Progress Tracking (right side of the form) allows registrants five options on the status of their learning activities:

Preliminary progress has been made Intermediate progress has been made Substantial progress has been made The learning activity has been completed The learning activity was suspended.

Space at the far right of the form is to provide comments on the selected status option.


You decided to apply current research and best practice f indings into serv ices provided by learning how to create more effective client surveys. You completed a review of resources and developed a survey and administered it to clients. The quality and quantity of information received was improved, enhancing the information upon which you base planning decisions.

You place a tick in the option ‘Completed’ and comment on how your learn ing enabled you to improve a client survey, and how this informed nutrition care services.

Following receipt of registrants’ reports:

A CDBC staff RD will review the reports according to criteria developed by an RD peer group.

Registrants will receive feedback about their submission.


LEARNING GOALS


PROGRESS TRACKING











April 2007

The Declaration of CCP Participation (Appendix 3) (part of the CDBC registration renewal form) is a checklist of activities related to registrant progress in the Continuing Competence Program. A registrant’s Declaration confirms that they are actively taking part in the Continuing Competence Program.

ActionsRegistrants:

Complete their Declaration of CCP Participation annually as part of the online registration renewal form.

3. DECLARATION OF CONTINUING COMPETENCE PROGRAM PARTICIPATION

I hereby submit this Declaration of CCP Participation as required by the CDBC in accordance with the bylaws.

DECLARATION OF CONTINUING COMPETENCE PROGRAM PARTICIPATION

ACTIVITY COMPLETE?

Annual Activities Yes No Comments

1. I have developed/updated my Professional Portfolio. (highly recommended)

2. I have completed a Self Assessment Relative to the Standards of Practice.

3. I have identified learning goals and activities in my Professional Development Plan and Progress Tracking form.

4. I have tracked my progress toward learning goals and activities on my Professional Development Plan and Progress Tracking form.

Complete if this is the year your cohort is to submit CCP documents.

5. I have updated my Professional Development Plan and Progress Tracking form.

6. I have submitted my Professional Development Plan and Progress Tracking form.

Name: ___________________________________________________________

Signature: ________________________________________________________

Registration number: ___________________ Date: ____________________

Cohort number: ___________ First reporting period date: March 31, 20 ______




April 2007

GLOSSARY

Best Practice A written or unwritten standard of performance that would be accepted by a randomly selected group who practice in the particular scope of practice area as reasonable, current, research-based and appropriate.

Client An individual, family and/or substitute decision maker, group, agency, employer, employee, organization, contract holder, or community who is a potential or an actual recipient of dietitian services. Clients are unique and diverse in needs, culture, motivations, resources, religion, and perceptions of wellness.

Client-centered Approach The use of collaborative and partnership approaches where the client’s own experiences and knowledge are central to client-professional partnerships. Mutual respect, trust, and shared objectives are fundamental.

Code of Ethics A statement of ethical principles and standards. The CDBC Code of Ethics forms Schedule A of the CDBC bylaws and describes the minimal acceptable levels of behaviour expected of Registered Dietitians.

Competence Competence involves the interaction, synthesis, and integration of knowledge, critical thinking, judgement, attitudes, skills, values, and beliefs. Competence in professional practice is more than the accomplishment of discrete and isolated tasks.

Critical Thinking Critical thinking is characterized by reflective thought where information from multiple sources is compiled, analyzed, and synthesized to inform decisions for appropriate action given the circumstances.

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April 2007

GLOSSARY - continued

Ethics Ethics are the rules of conduct related to a particular class of human actions or a particular group, culture, etc.

Ethics for professional practice are stated in federal, provincial, municipal and agency documents including but not limited to the CDBC Code of Ethics, Canadian Charter of Rights and Freedoms, guidelines for conducting human and animal research, confidentiality policies and pertinent agency policies.

Indicator Indicators illustrate how a Standard can be demonstrated in practice.

Interpretive Guidelines Interpretive Guidelines are tools to aid interpretation of specific aspects of legislation. They are published by the CDBC to clarify the intent of federal or provincial legislation with the aim of promoting RDs’ shared understanding about an issue to improve dietetic practice.

Manage Refers to a broad spectrum of activities including planning, organizing, utilizing resources (human, fiscal, and physical), guiding, directing, and evaluating to ensure progress toward objectives.

Measurable A comparison of practice against stated standards through the observation of processes or their outcomes.

Measurement is generally made over a period of time although a one-time occurrence may be assessed/measured particularly if the occurrence deviated significantly from stated standards.

Others May include but not limited to individuals, family members, groups, agencies, dietitian colleagues, other health professionals, care aides, foodservice workers, resource people, suppliers and partners in industry.

Outcomes Refer to the consequences of an action or inaction within the context of a professional service.

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April 2007

Practice Guidelines Practice guidelines are tools for improving the quality, consistency, and cost-effectiveness of health services. They describe best practice and evidence-based approaches/strategies that are associated with optimal outcomes.

Professional Practice Professional practice is practice within professional, legal, and ethical standards, and that is monitored according to those standards. Professionalism is inherent within all areas of dietetic practice.

Professional Service Refers to activities performed within the scope of professional practice.

Professional Standards The broad set of standards for professional practice that, in BC, are established in provincial legislation (Standards of Practice, Code of Ethics, Practice Guidelines, etc). They describe minimal acceptable levels of behaviour and competence of a professional.

Public Refers to society at large, other health professionals, government regulators, and any clients.

Research-based Refers to guidelines/approaches to practice that are derived through systematic and rigorous study.

Standards Standards are minimum levels of performance against which actual performance can be compared. Standards state minimal levels below which performance is unacceptable.

Standards of Practice Standards of Practice describe minimal acceptable levels of safety and competence.

CDBC’s Standards of Practice (Interim) are based on The Essential Competencies for Dietetic Practice (2006) developed by the Alliance of Canadian Dietetic Regulatory Bodies and approved in November 2006 by the CDBC. Once approved, the CDBC Standards of Practice will become Schedule B of the CDBC bylaws.

GLOSSARY - continued

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April 2007

REFERENCES

Alliance of Canadian Dietetic Regulatory Bodies (2006). The Essential Competencies for Dietetic Practice.

College of Dietitians of BC Code of Ethics (2006). Vancouver, BC: College of Dietitians of BC.

College of Dietitians of BC Interim Standards of Practice (2006). Vancouver, BC: College of Dietitians of BC.

Stoddard L. (2004). Educating for Human Greatness. Brandon, VT: Holistic Education Press.


April 2007

APPENDICES

1. Self Assessment Relative to Standards of Practice

2. Professional Development Plan and Progress Tracking

3. Declaration of Continuing Competence Program Participation 4. Samples of Appendices 1 and 2: Clinical Dietitian

5. Samples of Appendices 1 and 2: Community Nutritionist

6. Samples of Appendices 1 and 2: Foodservice Manager

7. Samples of Appendices 1 and 2: Clinical Nutrition Manager


April 2007


Instructions for completing your self assessment:

1. Read the Indicators for each Standard of Practice.

2. Using your Professional Portfolio as a guide, reflect on your professional abilities and performance related to each Indicator.

3. For each Indicator:

a) Make notes about your professional performance indicating strengths in this area or where you want to maintain or develop your abilities/performance.

b) Decide whether you need to address this Indicator (yes/no response).

c) Determine your priority for taking action.

Note: If you had more than one employment position, identify what position(s) your notes

refer to. Notes may serve as reminders during subsequent annual assessments and will

explain your rating in the event of a records audit.

APPENDIX 1




April 2007


STANDARD 1: A dietitian assumes accountability and responsibility in the provision of competent, safe, ethical, and professional practice.

SELF ASSESSMENT INDICATORS

NOTES I PLAN TO ADDRESS THIS?

(YES / NO)

My client* group(s):

1. Practices in accordance with provincial legislation (Health Professions Act, Dietitians Regulation and CDBC bylaws).

2. Practices in compliance with professional standards, practice guidelines and codes, including but not limited to: CDBC Codes of Ethics, Standards of Practice, Practice and Interpretive Guidelines, Continuing Competence Program.

3. Provides services within their scope of practice and personal competence, including but not limited to, Reserved Act registration, insertion of feeding tubes, dysphagia assessments.

4. Obtains informed consent when required.

5. Records client and other information in a clear, concise and timely manner.

6. Manages information appropriately in accordance with legislation, including but not limited to: Freedom of Information and Protection of Privacy Act, Personal Information Protection Act, other health information acts.

7. Integrates principles of sound financial management into practice as appropriate.

8. Incorporates appropriate continuous quality improvement programs into practice, including but not limited to: audits, surveys, variance analysis.

9. Incorporates relevant risk management strategies into practice, including but not limited to: disaster, pandemic, contingency, strike/lock out, threat, supply/service disruptions.

* Refer to Glossary for definition.


April 2007STANDARD 2: A dietitian communicates and interacts clearly and effectively with individuals and groups.



(YES / NO)


1. Adapts verbal and written communication styles to meet the needs and level of understanding of others.

2. Uses appropriate information gathering skills to compile accurate, comprehensive and relevant information, including but not limited to: interviews, meetings, focus groups, surveys.

3. Provides education to meet the learning needs of clients, groups and others, including but not limited to: clients, caregivers, students, dietetic interns, other professionals, employees.

4. Facilitates teamwork, including but not limited to: clients, caregivers, agencies, employees, colleagues, other professionals.

5. Uses effective counselling and listening skills.


STANDARD 3: A dietitian applies current research and best practice findings when delivering services.



(YES / NO)


1. Demonstrates competence in all areas of current practice.

2. Acquires and applies new knowledge, skills and abilities to all areas of practice.

3. Acts as a credible and reliable source of current food and nutrition information.

4. Applies critical thinking skills in problem solving and decision making.

5. Manages change in professional practice.



April 2007STANDARD 2: A dietitian communicates and interacts clearly and effectively with individuals and groups.



(YES / NO)










(YES / NO)







STANDARD 4: A dietitian practicing in the area of direct client care effectively provides services to achieve appropriate nutrition goals.



(YES / NO)


1. Uses a client centered approach.

2. Collaborates with others, including subject matter experts, to contribute to client care.

3. Draws relevant conclusions from nutrition assessment data.

4. Identifies nutrition goals and develops nutrition care plans to achieve planned outcomes.

5. Coordinates implementation of nutrition care plans.

6. Assesses client progress in achieving planned outcomes.

7. Evaluates effectiveness of nutrition care plans in achieving planned outcomes.

8. Refers clients to other professionals and/or agencies as needed.


STANDARD 5: A dietitian practicing in the area of community and population health effectively provides food and nutrition initiatives that meet the needs of individuals and communities.



(YES / NO)


1. Provides nutritional health promotion and disease prevention information, including but not limited to: food, food security, policy development information.

2. Consults with and provides nutrition information to appropriate individuals and groups, including but not limited to: individuals, groups, schools, agencies, outreach workers, other professionals.

3. Conducts needs assessments and utilizes the data to aid in the planning, development, implementation and evaluation of food and nutrition programs and policy development.



April 2007


STANDARD 6: A dietitian practicing in the area of foodservice administration manages foodservice systems in an effective and efficient manner.



(YES / NO)


1. Manages the planning, production and distribution/service of food.

2. Maintains currency in all areas of food services, including but not limited to: consumer needs, menu planning, aesthetic characteristics of foods, available equipment, staff skill level, budget restriction.

3. Manages the materials management system in an effective, efficient, and ethical manner.

4. Coordinates workflow within constraints of the facility.

5. Complies with legislation and regulations relating to workplace safety and sanitation.

STANDARD 7: A dietitian practicing in the area of organization management effectively applies appropriate management systems and principles.



(YES / NO)


1. Manages effectively and appropriately directs the work of others.

2. Develops, implements and evaluates organizational policies and procedures.

3. Complies with and ensures compliance with appropriate federal, provincial and municipal government regulations.

4. Manages human resources in a fair, ethical and effective manner, including but not limited to staffing requirements, job descriptions, recruiting, hiring, retention strategies, scheduling, allocating work load, progressive discipline, performance evaluations.

5. Manages services and material resources in an effective, efficient and responsible manner.

6. Develops and implements risk management evaluation/continuous quality improvement programs.



April 2007STANDARD 6: A dietitian practicing in the area of foodservice administration manages foodservice systems in an effective and efficient manner.



(YES / NO)










(YES / NO)








PR

OFE

SS

ION

AL

DE

VE

LOP

ME

NT

PLA

N A

ND

PR

OG

RE

SS

TR

AC

KIN

G

LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssIn

term

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

Com

men

ts o

n pr

ogre

ss:

Rem

inde

r: T

o be

fille

d in

thro

ugho

ut th

e re

porti

ng p

erio

d. S

ubm

it at

the

end

of th

e re

porti

ng p

erio

d. It

is re

com

men

ded

that

regi

stra

nts

wor

k on

at l

east

thre

e le

arni

ng g

oals

that

add

ress

thre

e di

ffere

nt S

tand

ards

and

/or I

ndic

ator

s.M

ake

as m

any

copi

es o

f thi

s fo

rm a

s yo

u ne

ed to

reco

rd y

our P

rofe

ssio

nal D

evel

opm

ent P

lans

.

Preli

min

ary P

rogr

ess:

hav

e de

velo

ped

a pl

an

S

ubst

antia

l Pro

gres

s: n

earin

g co

mpl

etio

n of

pla

n

Susp

ende

d: w

ork

on p

lan

disc

ontin

ued

Inte

rmed

iate P

rogr

ess:

hav

e st

arte

d w

orki

ng o

n pl

an

C

ompl

eted

: al

l act

iviti

es c

ompl

ete

APPENDIX 2

CO

NTI

NU

ING

CO

MPE

TEN

CE

PRO

GR

AM

The C

olleg

e of D

ietiti

ans o

f BC

for R

egist

rant

s of


April 2007

I hereby submit this Declaration of CCP Participation as required by the CDBC in accordance with the bylaws.

DECLARATION OF CONTINUING COMPETENCE PROGRAM PARTICIPATION

ACTIVITY COMPLETE?









Name: ___________________________________________________________

Signature: ________________________________________________________

Registration number: ___________________ Date: ____________________

Cohort number: ___________ First reporting period date: March 31, 20 ______

APPENDIX 3




April 2007

ACTIVITY COMPLETE?









APPENDIX 4

SELF ASSESSMENT RELATIVE TO STANDARDS OF PRACTICESAMPLE: CLINICAL DIETITIAN




(YES / NO)

My client* group(s): patients with chronic kidney disease (pre-dialysis)


I am familiar with legislation and practice accordingly. N


I have been involved in developing practice guidelines; I endeavour to practice in compliance with these.

N


I am always careful to practice according to scope of practice and where my personal skills/competence lies.

N


This is not something that comes up in my work. N


Always. N


Comply with workplace requirements for information recording and storage.

N


Financial management rarely comes up as an issue in my practice; usually it relates to no overtime allowed.

N


Regularly participate in the hospital’s CQI process on our unit.

N


Our team has developed safe patient and staff evacuation plans; I have no direct involvement in planning for disasters, etc. We don’t feed people on our unit so nothing much to plan for besides evacuation.

N



April 2007

STANDARD 2: A dietitian communicates and interacts clearly and effectively with individuals and groups.



(YES / NO)



I listen carefully and use ‘parroting’ skills in verbal communication with others. I am working on developing my writing skills by writing for newsletters (professionals and for patients/families).

N


I’d like to know more about the differences between surveys and questionnaires, when I should use what to get the best information upon which to base decisions. I consider this a ‘nice to know’, not something I want to focus on at present.

N


I am always trying to think of better ways to deliver patient education; I think I do a good job of this but I am always learning as it is so complex.

N


I work very hard at being a collaborative team member. Perhaps I should check with my coworkers for suggestions they have for me in this area.

Y

(not a priority)


I am constantly working on these skills, especially to talk less and listen more.

N





(YES / NO)



I try to keep up to date and practice competently. Y


This is a huge indicator. I am engaged in ongoing learning; I apply what I learn in practice.

N

(this is ongoing)


I am an excellent source of information often consulted by colleagues and patients/families. There is however, so much I don’t know and I have specific topics I want to learn more about to integrate into my work.

Y


I consider multiple aspects of situations in coming to decisions. I can always improve as I learn more.

N


I am a promoter of change as we constantly update and upgrade our practice. I work hard to ensure changes occur smoothly and with minimal/no interruption.

N


SAMPLE: CLINICAL DIETITIAN


April 2007




(YES / NO)



I listen carefully and use ‘parroting’ skills in verbal communication with others. I am working on developing my writing skills by writing for newsletters (professionals and for patients/families).

N


I’d like to know more about the differences between surveys and questionnaires, when I should use what to get the best information upon which to base decisions. I consider this a ‘nice to know’, not something I want to focus on at present.

N


I am always trying to think of better ways to deliver patient education; I think I do a good job of this but I am always learning as it is so complex.

N


I work very hard at being a collaborative team member. Perhaps I should check with my coworkers for suggestions they have for me in this area.

Y

(not a priority)


I am constantly working on these skills, especially to talk less and listen more.

N




(YES / NO)



I try to keep up to date and practice competently. Y


This is a huge indicator. I am engaged in ongoing learning; I apply what I learn in practice.

N

(this is ongoing)


I am an excellent source of information often consulted by colleagues and patients/families. There is however, so much I don’t know and I have specific topics I want to learn more about to integrate into my work.

Y


I consider multiple aspects of situations in coming to decisions. I can always improve as I learn more.

N


I am a promoter of change as we constantly update and upgrade our practice. I work hard to ensure changes occur smoothly and with minimal/no interruption.

N

SAMPLE: CLINICAL DIETITIAN




(YES / NO)


1. Uses a client centered approach. Focus on self management; work on patient’s goals. N


- Work closely on a multidisciplinary team.

- Have regular ‘debriefing’ meeting to discuss client care.

N


Need to complete Subjective Global Assessment more frequently.

Y


Work with patients to discuss goals; see them at clinics, classes, 1:1.

Y


Always. N


Do telephone follow up. N


Monitor renal blood work. N


- Work closely with RN and social worker, refer questions as appropriate.

- Refer patients to their Diabetes Centre.

N





(YES / NO)






STANDARD

NOT APPLICABLE


April 2007 SAMPLE: CLINICAL DIETITIAN





(YES / NO)










(YES / NO)









STANDARD

NOT APPLICABLE

STANDARD

NOT APPLICABLE


April 2007SAMPLE: CLINICAL DIETITIANSTANDARD 6: A dietitian practicing in the area of foodservice administration manages foodservice systems in an effective and efficient manner.



(YES / NO)










(YES / NO)








PR

OFE

SS

ION

AL

DE

VE

LOP

ME

NT

PLA

N A

ND

PR

OG

RE

SS

TR

AC

KIN

G

LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssIn

term

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

1 2 3

Stan

dard

3In

dica

tor 1

Stan

dard

4In

dica

tor 3

Stan

dard

4

Indi

cato

r 4

Rev

iew

cur

rent

rese

arch

on

oste

odys

troph

y,

safe

ty o

f bis

phos

phon

ates

and

CKD

.

Rev

iew

cur

rent

rese

arch

on

vita

min

D th

erap

y an

d C

KD.

Find

and

atte

nd a

ses

sion

/inse

rvic

e to

revi

ew

SGA

train

ing.

Com

plet

e on

e SG

A on

a c

lient

per

wee

k.

Rev

iew

new

“KD

OQ

I” gu

idel

ines

for d

iabe

tes

and

CKD

and

impl

emen

t new

reco

mm

enda

tions

to

my

prac

tice.

Com

men

ts o

n pr

ogre

ss:

Preli

min

ary P

rogr

ess:

hav

e de

velo

ped

a pl

an

S

ubst

antia

l Pro

gres

s: n

earin

g co

mpl

etio

n of

pla

n

Susp

ende

d: w

ork

on p

lan

disc

ontin

ued

Inte

rmed

iate P

rogr

ess:

hav

e st

arte

d w

orki

ng o

n pl

an

C

ompl

eted

: al

l act

iviti

es c

ompl

ete

CO

NTI

NU

ING

CO

MPE

TEN

CE

PRO

GR

AM

The C

olleg

e of D

ietiti

ans o

f BC

for R

egist

rant

s of

Rem

inde

r: T

o be

fille

d in

thro

ugho

ut th

e re

porti

ng p

erio

d. S

ubm

it at

the

end

of th

e re

porti

ng p

erio

d. It

is re

com

men

ded

that

regi

stra

nts

wor

k on

at l

east

thre

e le

arni

ng g

oals

that

add

ress

thre

e di

ffere

nt S

tand

ards

and

/or I

ndic

ator

s.M

ake

as m

any

copi

es o

f thi

s fo

rm a

s yo

u ne

ed to

reco

rd y

our P

rofe

ssio

nal D

evel

opm

ent P

lans

.


April 2007 APPENDIX 5

SELF ASSESSMENT RELATIVE TO STANDARDS OF PRACTICESAMPLE: COMMUNITY NUTRITIONIST




(YES / NO)

My client* group(s): community groups, school community, public health nurses


I am aware of legislation and practice in accordance with it. N


I comply with professional standards, etc. I find that when I review these with interns, it helps me bear them in mind always.

N


I am careful to limit my practice to within my scope of practice. The boundaries are sometimes fuzzy so I have this in mind constantly. I am very careful to stay within my personal competence domain.

N


I am aware that if I was doing certain projects, I might need to and know how to go about it.

N


I maintain appropriate records. N


Always. N


This comes up with various programs, however, my manager usually handles the financial end of things.

N


I need to do more evaluation in my work. N


The health unit has these strategies in place. N



April 2007




(YES / NO)



I am aware of legislation and practice in accordance with it. N


I comply with professional standards, etc. I find that when I review these with interns, it helps me bear them in mind always.

N


I am careful to limit my practice to within my scope of practice. The boundaries are sometimes fuzzy so I have this in mind constantly. I am very careful to stay within my personal competence domain.

N


I am aware that if I was doing certain projects, I might need to and know how to go about it.

N


I maintain appropriate records. N


Always. N


This comes up with various programs, however, my manager usually handles the financial end of things.

N


I need to do more evaluation in my work. N


The health unit has these strategies in place. N




(YES / NO)



Would like to enhance public speaking skills and comfort level for presentations.

Y


I am constantly learning how to do this better. I find it very interesting; the more I learn, the more I can see ways to apply it.

Y


Always; I evaluate all presentations, etc. to make sure I am meeting learning needs (and finding that people don’t always know what their learning needs are so it gets to be a bit of tricky business to know whether their needs are met when these can’t be or aren’t expressed).

N


Always. N


I am constantly working on these. Listening in particular, as it is so important for the work I do. Counselling isn’t something I do in my job.

N





(YES / NO)



I am always working towards this goal. N


I am a committed life long learner. I never know what learning opportunities will come along but I am very good at sleuthing out what opportunities there are in our area/workplace.

N

(this is ongoing)


I love learning about nutrition and food and sharing what I know is a significant part of my work.

N


I recognize this is an ongoing skill that grows with time and experience and use my best judgment in these situations, as well as seek opinions from peers.

N


Change is a constant; I am good at managing it. N


SAMPLE: COMMUNITY NUTRITIONIST


April 2007 SAMPLE: COMMUNITY NUTRITIONIST




(YES / NO)














(YES / NO)



Constant. N


Constant. N


Program evaluation skills could be enhanced in order to improve program delivery.

Y


STANDARD

NOT APPLICABLE


April 2007




(YES / NO)













(YES / NO)



Constant. N


Constant. N


Program evaluation skills could be enhanced in order to improve program delivery.

Y

SAMPLE: COMMUNITY NUTRITIONIST





(YES / NO)










(YES / NO)









STANDARD

NOT APPLICABLE

STANDARD

NOT APPLICABLE


April 2007 SAMPLE: COMMUNITY NUTRITIONIST

PR

OFE

SS

ION

AL

DE

VE

LOP

ME

NT

PLA

N A

ND

PR

OG

RE

SS

TR

AC

KIN

G

LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssIn

term

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

1 2 3

Stan

dard

5In

dica

tor 3

Stan

dard

2In

dica

tor 1

Stan

dard

2

Indi

cato

r 2

Impr

ove

prog

ram

eva

luat

ion

skills

and

crit

eria

.

Join

Toa

st M

aste

rs to

pra

ctic

e th

e ar

t of s

peec

h w

ritin

g an

d en

hanc

e m

y pu

blic

spe

akin

g ab

ilitie

s.

Take

the

one

day

“Res

earc

h Ba

sics

” cou

rse

offe

red

thro

ugh

wor

k.

Sign

up

for a

Res

earc

h an

d Ev

alua

tion

Cou

rse

at th

e lo

cal U

nive

rsity

– to

sta

rt in

the

fall

of th

is

year

.

Com

men

ts o

n pr

ogre

ss:

Preli

min

ary P

rogr

ess:

hav

e de

velo

ped

a pl

an

S

ubst

antia

l Pro

gres

s: n

earin

g co

mpl

etio

n of

pla

n

Susp

ende

d: w

ork

on p

lan

disc

ontin

ued

Inte

rmed

iate P

rogr

ess:

hav

e st

arte

d w

orki

ng o

n pl

an

C

ompl

eted

: al

l act

iviti

es c

ompl

ete

CO

NTI

NU

ING

CO

MPE

TEN

CE

PRO

GR

AM

The C

olleg

e of D

ietiti

ans o

f BC

for R

egist

rant

s of

Rem

inde

r: T

o be

fille

d in

thro

ugho

ut th

e re

porti

ng p

erio

d. S

ubm

it at

the

end

of th

e re

porti

ng p

erio

d. It

is re

com

men

ded

that

regi

stra

nts

wor

k on

at l

east

thre

e le

arni

ng g

oals

that

add

ress

thre

e di

ffere

nt S

tand

ards

and

/or I

ndic

ator

s.M

ake

as m

any

copi

es o

f thi

s fo

rm a

s yo

u ne

ed to

reco

rd y

our P

rofe

ssio

nal D

evel

opm

ent P

lans

.


April 2007

LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssIn

term

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

1 2 3

Stan

dard

5In

dica

tor 3

Stan

dard

2In

dica

tor 1

Stan

dard

2

Indi

cato

r 2

Impr

ove

prog

ram

eva

luat

ion

skills

and

crit

eria

.

Join

Toa

st M

aste

rs to

pra

ctic

e th

e ar

t of s

peec

h w

ritin

g an

d en

hanc

e m

y pu

blic

spe

akin

g ab

ilitie

s.

Take

the

one

day

“Res

earc

h Ba

sics

” cou

rse

offe

red

thro

ugh

wor

k.

Sign

up

for a

Res

earc

h an

d Ev

alua

tion

Cou

rse

at th

e lo

cal U

nive

rsity

– to

sta

rt in

the

fall

of th

is

year

.

Com

men

ts o

n pr

ogre

ss:

APPENDIX 6

SELF ASSESSMENT RELATIVE TO STANDARDS OF PRACTICESAMPLE: FOODSERVICE MANAGER




(YES / NO)

My client* group(s): anyone who eats in our facilities – patients, visitors, staff in cafeteria, outpatients


Always. N


Always. N


I am very careful to practice within my scope of practice as I can be pulled in many directions in my job.

N


This does not apply in my practice. N


Meticulous record keeping is essential; I do a very good job of this – I have years of practice.

N


I am careful to manage information as required by legislation and to meet the demands of my employer.

N


This is critical to my success in my job; I give training sessions to others in financial management - I studied it at the graduate level.

N


This is an ongoing, essential part of my work. I am highly skilled at developing and administering CQI instruments/programs of all sorts.

N


We have just completed a massive project to bring all of this information up to date and are in the midst of large scale staff training to ensure readiness for disasters of all sorts. We are ready for the big one!

N



April 2007




(YES / NO)



Needing to communicate with all sorts of different people is an absolute necessity in this job; I am highly skilled in this area.

N


I am an information gathering nut; I collect information formally and informally on everything all the time because success at my job depends on it. I use this information to guide my decisions everyday.

N


Staff education to maintain food safety and customer satisfaction is essential. I think of education provision as the main activity of my job. I work with interns trying to convey the complexity of FS practice to them in the short time we have to cover all that needs to be learned if they are to function in this role.

N


You betcha! Without teamwork, I couldn’t succeed at my job. I love networking and figuring out new ways to get things done efficiently and effectively.

N


Listening is a huge part of what I do each day especially related to staff relations.

N





(YES / NO)



I consider myself highly competent. N


Always; constantly. Y


I am always called upon to provide information. Because I am committed to acquiring and using info (per #2), I am confident in that the information I provide is credible and reliable.

N


This is essential in what I do. I’d like to read a key book or two on critical thinking to get beyond the jargon and figure out what it really means.

Y


Absolutely! This is what I do all the time while ensuring standards are maintained. I’d like to understand more about change theory.

N


SAMPLE: FOODSERVICE MANAGER


April 2007




(YES / NO)



Needing to communicate with all sorts of different people is an absolute necessity in this job; I am highly skilled in this area.

N


I am an information gathering nut; I collect information formally and informally on everything all the time because success at my job depends on it. I use this information to guide my decisions everyday.

N


Staff education to maintain food safety and customer satisfaction is essential. I think of education provision as the main activity of my job. I work with interns trying to convey the complexity of FS practice to them in the short time we have to cover all that needs to be learned if they are to function in this role.

N


You betcha! Without teamwork, I couldn’t succeed at my job. I love networking and figuring out new ways to get things done efficiently and effectively.

N


Listening is a huge part of what I do each day especially related to staff relations.

N




(YES / NO)



I consider myself highly competent. N


Always; constantly. Y


I am always called upon to provide information. Because I am committed to acquiring and using info (per #2), I am confident in that the information I provide is credible and reliable.

N


This is essential in what I do. I’d like to read a key book or two on critical thinking to get beyond the jargon and figure out what it really means.

Y


Absolutely! This is what I do all the time while ensuring standards are maintained. I’d like to understand more about change theory.

N




(YES / NO)














(YES / NO)







STANDARD

NOT APPLICABLE

STANDARD

NOT APPLICABLE


April 2007 SAMPLE: FOODSERVICE MANAGER





(YES / NO)



This is the nuts and bolts of what I do and lots more besides.

N


I love food, thinking about food, planning how to make food appealing and interesting to others, how to provide the best service possible at the best price. I love food preparation which is important when working with cooks, etc. I keep a careful eye on the finances at all times – I have to meet management goals/objectives.

N


Always (I have interpreted this as I manage the logistics that make it possible for our system to function efficiently).

N


Constantly. N


Absolutely foundational to what I do. N




(YES / NO)



I aspire to do this well; I think I do a good job. N


I do this on a daily basis. N


Always. N


This is another aspect of the nuts and bolts of what I do; I think I do an excellent job in HR management.

N


I strive for efficiency and effectiveness; this is a strength area for me.

N


Constantly. N



April 2007




(YES / NO)



This is the nuts and bolts of what I do and lots more besides.

N


I love food, thinking about food, planning how to make food appealing and interesting to others, how to provide the best service possible at the best price. I love food preparation which is important when working with cooks, etc. I keep a careful eye on the finances at all times – I have to meet management goals/objectives.

N


Always (I have interpreted this as I manage the logistics that make it possible for our system to function efficiently).

N


Constantly. N


Absolutely foundational to what I do. N




(YES / NO)



I aspire to do this well; I think I do a good job. N


I do this on a daily basis. N


Always. N


This is another aspect of the nuts and bolts of what I do; I think I do an excellent job in HR management.

N


I strive for efficiency and effectiveness; this is a strength area for me.

N


Constantly. N


PR

OFE

SS

ION

AL

DE

VE

LOP

ME

NT

PLA

N A

ND

PR

OG

RE

SS

TR

AC

KIN

G

LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssIn

term

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

1 2 3

Stan

dard

3In

dica

tor 2

Stan

dard

3In

dica

tor 4

Stan

dard

3

Indi

cato

r 5

Plan

to a

ttend

sem

inar

s, c

onfe

renc

es,

wor

ksho

ps, m

onth

ly fo

odse

rvic

e m

anag

emen

t m

eetin

gs in

the

regi

on.

Inte

rnet

sea

rch

for r

ecom

men

ded

site

s on

crit

ical

th

inki

ng th

eory

; get

from

libr

ary

or b

ooks

hop

a ke

y bo

ok o

r tw

o to

read

and

link

to w

hat I

see

ho

w th

is a

pplie

s to

the

wor

kpla

ce, w

orki

ng w

ith

stud

ents

, etc

.

As a

bove

, fin

d ke

y re

sour

ces

abou

t cha

nge

theo

ry g

ener

ally

and

in in

stitu

tions

and

det

erm

ine

if/ho

w I

can

use

this

in m

y w

ork

as a

man

ager

of

this

cha

nge

(figu

re o

ut w

hy it

is s

o ha

rd fo

r som

e pe

ople

and

oth

ers

embr

ace

it).

Com

men

ts o

n pr

ogre

ss:

Preli

min

ary P

rogr

ess:

hav

e de

velo

ped

a pl

an

S

ubst

antia

l Pro

gres

s: n

earin

g co

mpl

etio

n of

pla

n

Susp

ende

d: w

ork

on p

lan

disc

ontin

ued

Inte

rmed

iate P

rogr

ess:

hav

e st

arte

d w

orki

ng o

n pl

an

C

ompl

eted

: al

l act

iviti

es c

ompl

ete

CO

NTI

NU

ING

CO

MPE

TEN

CE

PRO

GR

AM

The C

olleg

e of D

ietiti

ans o

f BC

for R

egist

rant

s of

Rem

inde

r: T

o be

fille

d in

thro

ugho

ut th

e re

porti

ng p

erio

d. S

ubm

it at

the

end

of th

e re

porti

ng p

erio

d. It

is re

com

men

ded

that

regi

stra

nts

wor

k on

at l

east

thre

e le

arni

ng g

oals

that

add

ress

thre

e di

ffere

nt S

tand

ards

and

/or I

ndic

ator

s.M

ake

as m

any

copi

es o

f thi

s fo

rm a

s yo

u ne

ed to

reco

rd y

our P

rofe

ssio

nal D

evel

opm

ent P

lans

.


April 2007 APPENDIX 7

SELF ASSESSMENT RELATIVE TO STANDARDS OF PRACTICESAMPLE : CLINICAL NUTRITION MANAGER




(YES / NO)

My client* group(s): dietitian staff members; employer (health authority); agencies; contract foodservice provider


Need to further apply details to practice. Y

(1st priority)


Well aware of professional standards, practice guidelines and codes but always room for improvement.

N

(lower priority)


Confident that I practice within my scope of practice and professional competence.

N

(lower priority)


Always. N

(no priority)


Always. N

(no priority)


Always. N

(no priority)


Yes, but could increase knowledge in this area. Y

(2nd priority)


Room for improvement although currently completing. N


Room for improvement. Do not currently consider disaster and pandemic planning. OK with contingency re: lockout/strike.

Y

(3rd priority)



April 2007




(YES / NO)



Need to further apply details to practice. Y

(1st priority)


Well aware of professional standards, practice guidelines and codes but always room for improvement.

N

(lower priority)


Confident that I practice within my scope of practice and professional competence.

N

(lower priority)


Always. N

(no priority)


Always. N

(no priority)


Always. N

(no priority)


Yes, but could increase knowledge in this area. Y

(2nd priority)


Room for improvement although currently completing. N


Room for improvement. Do not currently consider disaster and pandemic planning. OK with contingency re: lockout/strike.

Y

(3rd priority)




(YES / NO)



Strive to do this. N




Attempt to do this but no clear sense of learning needs of employees and interns. Try to accommodate a variety of learning styles. Focus on needs of interns at beginning of year.

N


Team work and team development sometimes takes lower priority than immediate department needs but efforts made to ensure team approach.

N


Try to listen as much as talk, if not more. N





(YES / NO)



Try to listen as much as talk, if not more. Y

(1st priority)


Attempt to integrate new knowledge into practice however, sometimes difficult due to size of department and established system; continue to improve.

N


It is easy to ‘lose’ knowledge and feel less reliable – all areas of general nutrition.

N




Strive to do this although established systems/ department initially may prevent.

N


SAMPLE: CLINICAL NUTRITION MANAGER


April 2007




(YES / NO)














(YES / NO)







STANDARD

NOT APPLICABLE

STANDARD

NOT APPLICABLE


April 2007




(YES / NO)













(YES / NO)










(YES / NO)










(YES / NO)



Not sure how ‘effectively’ is defined. Reviewing all work in department. Lead by example with honest, fair practice. Practice integrity.

N


Departmental policies and procedures needs improvement.

N


As far as I know. N


Make every effort to do so. Have changed department’s approach to ensure the components of this indicator are consistently applied.

N


Strive to do so; in light of different fiscal and human resource limitations.

N


Definitely room for improvement, especially in evaluation component of quality assurance.

Y

(1st priority)


STANDARD

NOT APPLICABLE


April 2007

PR

OFE

SS

ION

AL

DE

VE

LOP

ME

NT

PLA

N A

ND

PR

OG

RE

SS

TR

AC

KIN

G

Preli

min

ary P

rogr

ess:

hav

e de

velo

ped

a pl

an

S

ubst

antia

l Pro

gres

s: n

earin

g co

mpl

etio

n of

pla

n

Susp

ende

d: w

ork

on p

lan

disc

ontin

ued

Inte

rmed

iate P

rogr

ess:

hav

e st

arte

d w

orki

ng o

n pl

an

C

ompl

eted

: al

l act

iviti

es c

ompl

ete


CO

NTI

NU

ING

CO

MPE

TEN

CE

PRO

GR

AM

The C

olleg

e of D

ietiti

ans o

f BC

for R

egist

rant

s of

Rem

inde

r: T

o be

fille

d in

thro

ugho

ut th

e re

porti

ng p

erio

d. S

ubm

it at

the

end

of th

e re

porti

ng p

erio

d. It

is re

com

men

ded

that

regi

stra

nts

wor

k on

at l

east

thre

e le

arni

ng g

oals

that

add

ress

thre

e di

ffere

nt S

tand

ards

and

/or I

ndic

ator

s.M

ake

as m

any

copi

es o

f thi

s fo

rm a

s yo

u ne

ed to

reco

rd y

our P

rofe

ssio

nal D

evel

opm

ent P

lans

.

LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssInt

erm

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

1 2

Stan

dard

1In

dica

tor 1

Stan

dard

1In

dica

tor 7

It is

ess

entia

l in

my

role

and

as

an R

D to

be

com

plet

ely

fam

iliar w

ith p

rovi

ncia

l leg

isla

tion

(Hea

lth P

rofe

ssio

ns A

ct; D

ietit

ians

Reg

ulat

ions

; C

DBC

Byl

aws)

.

Nee

d to

focu

s, e

spec

ially

on

HPA

and

RN

sc

ope

of p

ract

ice

and

over

laps

/con

stra

ints

with

di

etiti

ans.

Activ

ities

: - S

tudy

HPA

and

RN

sco

pe o

f pra

ctic

e - D

iscu

ss w

ith c

olle

ague

s - I

nteg

rate

kno

wle

dge

into

pra

ctic

e

I wou

ld b

enef

it in

my

role

from

incr

ease

d kn

owle

dge

in u

sing

and

inte

rpre

ting

all a

spec

ts o

f bu

dget

repo

rts.

Activ

ities

: - M

eet w

ith F

inan

ce O

ffice

r - R

evie

w b

udge

ting

issu

es u

niqu

e to

dep

artm

ent

- Int

egra

te k

now

ledg

e an

d sk

ills in

to p

ract

ice

Com

men

ts o

n pr

ogre

ss:


April 2007

LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssIn

term

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

3 4 5

Stan

dard

1In

dica

tor 9

Stan

dard

3In

dica

tor 1

Stan

dard

7In

dica

tor 6

Pand

emic

and

dis

aste

r pla

nnin

g co

mm

enci

ng in

he

alth

aut

horit

y. W

ould

ben

efit

from

dep

artm

ent

repr

esen

tatio

n in

this

pro

cess

.

Activ

ities

: - D

eter

min

e cu

rrent

hea

lth a

utho

rity

proc

ess

- Det

erm

ine

need

s of

dep

artm

ent

- Par

ticip

ate

in p

roce

ss b

y m

eetin

g w

ith in

fluen

tial

ind

ivid

uals

- R

esea

rch

prog

ress

and

ratio

nale

in o

ther

C

anad

ian

heal

th a

utho

ritie

s

Con

tinue

to s

trive

for c

ompe

tenc

e in

act

ing

as a

cr

edib

le s

ourc

e of

food

and

nut

ritio

n in

form

atio

n.

Activ

ities

: - C

ompl

ete

an o

nlin

e D

C c

ours

e - C

ontin

ue to

see

k jo

urna

l arti

cles

- R

eque

st d

istri

butio

n lis

t fro

m h

ealth

aut

horit

y l

ibra

ry o

f tab

le o

f con

tent

s fo

r tw

o jo

urna

ls,

cho

ose

and

read

rele

vant

arti

cles

eac

h m

onth

. F

ocus

on

diab

etes

, ren

al a

nd g

ener

al n

utrit

ion

Rev

iew

rece

nt li

tera

ture

on

risk

man

agem

ent

eval

uatio

n an

d co

ntin

uous

qua

lity

impr

ovem

ent.

Activ

ities

: - F

ocus

on

risk

man

agem

ent l

earn

ing

on

pro

visi

on o

f ser

vice

s in

fisc

al re

stra

int

env

ironm

ent a

nd re

sulti

ng d

ecis

ions

- F

ocus

qua

lity

assu

ranc

e w

ork

on e

valu

atio

n - E

nsur

e ev

alua

tion

com

pone

nts

com

plet

ed in

q

ualit

y as

sura

nce

proj

ects

in d

epar

tmen

t

Com

men

ts o

n pr

ogre

ss:


LE

AR

NIN

G

GO

AL

SL

EA

RN

ING

AC

TIV

ITIE

S/

RA

TIO

NA

LE

PR

OG

RE

SS

TR

AC

KIN

G

#Re

: Sta

ndar

d an

d In

dica

tor

Pr

elim

inar

y Pr

ogre

ssIn

term

ediat

e Pr

ogre

ssSu

bsta

ntial

Pr

ogre

ssCo

mpl

eted

Susp

ende

dCo

mm

ent

1 2

Stan

dard

1In

dica

tor 1

Stan

dard

1In

dica

tor 7

It is

ess

entia

l in

my

role

and

as

an R

D to

be

com

plet

ely

fam

iliar w

ith p

rovi

ncia

l leg

isla

tion

(Hea

lth P

rofe

ssio

ns A

ct; D

ietit

ians

Reg

ulat

ions

; C

DBC

Byl

aws)

.

Nee

d to

focu

s, e

spec

ially

on

HPA

and

RN

sc

ope

of p

ract

ice

and

over

laps

/con

stra

ints

with

di

etiti

ans.

Activ

ities

: - S

tudy

HPA

and

RN

sco

pe o

f pra

ctic

e - D

iscu

ss w

ith c

olle

ague

s - I

nteg

rate

kno

wle

dge

into

pra

ctic

e

I wou

ld b

enef

it in

my

role

from

incr

ease

d kn

owle

dge

in u

sing

and

inte

rpre

ting

all a

spec

ts o

f bu

dget

repo

rts.

Activ

ities

: - M

eet w

ith F

inan

ce O

ffice

r - R

evie

w b

udge

ting

issu

es u

niqu

e to

dep

artm

ent

- Int

egra

te k

now

ledg

e an

d sk

ills in

to p

ract

ice

Com

men

ts o

n pr

ogre

ss:


April 2007

Prin

ted

on R

ecyc

led

Pape

r

College of Dietitians of British Columbia Suite 103 - 1765 West 8th Avenue Vancouver, BC V6J 5C6 T: 604-736-2016 Toll free within BC 1-877-736-2016 E: [email protected] www.collegeofdietitiansbc.org

Documents

for Registrants of The College of Dietitians of BC · (based on results of your self assessment) a) Identifying learning goals b) Identifying learning activities to address the learning