Continuing Competence Program
CCP submissions can be made online starting March 1 yearly.
All Full registrants are required to comply with the annual continuing competence program. Annual continuing competence reporting is due March 31. Please note that 10% of Professional Development reports will be audited each year.
- Professional Portfolio (use SkilSure or your own)
- Self-Assessment relative to Standards of Practice
- Update online annually
- Retain in the event of an audit
Professional Development Report
- Choosing Standards of Practice
- Describing Learning Goals
- Recording Learning Activities
- Describing Learning Outcomes
- Tracking Learning Report progress
- Update online annually
- Submit yearly during renewal
Declaration of CCP Participation
- Declare annually during renewal
1. Self-Assessment Guidelines
Preparing a Professional Portfolio is mandatory. A portfolio provides a record of a dietitian’s practice and makes it easier for dietitians to assess his/her employment and professional activities and to plan for professional development.
The portfolio may have other uses (e.g. preparing for job/ promotion interviews, on-line professional profile, etc.) Once established, a portfolio is readily maintained and updated. It can be updated with Learning Activities collected over the course of the CCP reporting year
A Professional portfolio may include, but is not limited to:
- A current resume or CV
- Job description(s) or brief summary(ies) of responsibilities of position(s) held
- Professional performance assessment(s) from employer(s), colleague(s), client(s), mentor(s), etc.
- Letters of thanks or support from students, colleagues, clients or clients’ families
- Letters of reference
- Resources developed
- Policies and procedures to standardize practice
- 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 practicum and/or professional certificate programs
- Journaling, scrapbook or other
- Documentation outlining search for or pursuit of areas of interest to explore
- Completed Professional Development Reports
- Professional discussion with colleagues on best practice, anecdotal experience etc.
- Other documents of personal relevance
Self-Assessment Relative to Standards of Practice
Self-assessment provides dietitians with a systematic way to compare their practice to CDBC Standards of Practice. It also helps identify areas where dietitians perform well, as well as others they want to maintain, develop or enhance. Completing this process is the first step towards identifying continuing education learning goals for the Professional Development Report.
At the beginning of renewal year, dietitians carefully review the Standards of Practice and Indicators (Self-assessment section of the online CCP).
Dietitians can complete the self-assessment independently or with mentors, colleagues or peers (collective input can help identify professional development options and opportunities).
Registrants must identify and address a minimum of 3 different standards/indicators of practice of 17 available. A registrant registered with Restricted Activity A, B, and/or C, must identify and address a standard/indicator specific to enteral/parenteral nutrition.
Standards/Indicators of practice are identified by answering “yes” to the questions on the online Self-assessment. Once standards/indicators are identified, registrants must develop a Learning Report for each individual standard/indicator.
For example, dietitians may choose:
- Three different indicators within the same Standard of Practice (e.g. Standards 4.1, 4.2, 4.3), or
- Three different standards and indicators (e.g. Standards 1.2, 2.3, 4.3)
2. Professional Development Report Guidelines
Choosing Standards of Practice
Dietitians click “yes” for standards/ indicators they plan to work on during the year. Here, dietitians can also make brief notes about their professional performance indicating areas of strength and where they want to maintain or develop their abilities/performance
Note: any standard/indicators marked “yes” will automatically display in blue as goals to be addressed in the Professional Development report.
Describing Learning Goals
In each Learning Report, describe a Learning Goal as it relates to the registrant’s practice of the indicator. Each Learning Report should have a different Learning Goal.
Learning Goals should follow SMART principles:
- Specific: focused on specific learning outcomes
- Measurable: can be demonstrated by observable/measurable improvement in learning.
- Achievable: must have appropriate knowledge, skills and abilities needed to achieve the goal within context and timeline.
- Result-focused: will result in measured outcomes, not activities
- Time-bound: may be completed within the year.
Recording Learning Activities
For each Learning Goal, identify a minimum of two Learning Activities. Formal and informal Learning Activities are accepted. Enter Learning Activities into the PDR regularly. These can be added to your Professional Portfolio.
Provide specific details for each 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.
Examples of informal learning
- published articles.
- internet or literature research.
- professional reading, relevant films, audio or video recordings, webinars.
- 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.
- mentorship/coaching/shadowing with other professionals.
Describing Learning Outcomes
Registrants briefly describe the knowledge and skills acquired by achieving the Learning Goal and why that knowledge and/or skills helped their practice of the standard/indicator.
Tracking Learning Report Progress
At the end of the CCP cycle and before submission to the College, a minimum of 3 goals must be marked as “complete”.