Continuing Competence Framework for Recertification plan

The CCFR plan consists of a self-assessment, identified objectives, and related activities, which are recorded and evaluated on the Continuing Competence Framework for Recertification (CCFR). Follow steps 1.1 -1.5 below.

1.1 Competency self-assessment

Practitioners should review and evaluate their own performance and identify needs in relation to knowledge, skills, judgement or diligence, based on the seven core areas of competence identified in the Occupational Therapy Board of New Zealand's (OTBNZ’s) Competencies for Registration as an Occupational Therapist (Nov 2000):

1. Implementation of Occupational Therapy
2. Safe, Ethical and Legal practice
3. Culturally Safe Practice
4. Communication
5. Management of Self and People
6. Management of Environment and Resources
7. Continuing Professional Development

This review should be integrated with workplace contextual features where relevant.  The following resources and activities may be referenced/incorporated into this process of self-assessment:

• the Code of Ethics for Occupational Therapists (2004 edition)
• supervision
• Position Description requirements
• annual review/performance appraisal/performance objectives
• workplace audit/accreditation requirements and other quality activities e.g. client feedback
• practice review
• NZAOT resources
• practice standards specific to the workplace e.g. National Mental Health Standards
• peer review
• critical incident analysis

1.2 Objectives for continuing competence

The outcomes of the self-assessment should lead to identification of at least one objective for each of the seven core competency areas described in the OTBNZ's Competencies for Registration as an Occupational Therapist document. This activity may be integrated with employer-related performance appraisal if relevant.
It is expected that the objectives will be commensurate with the practitioner’s level of experience and practice context, and be developmental in nature. There may be some circumstances where it is more relevant to focus objectives on a particular area of competence.
Objectives should be SMART i.e.

• Specific
• Measurable
• Attainable
• Resourced
• Time limited

Objectives are entered on the CCFR.

1.3 Plan for achieving objectives

A plan should be formulated, considering the desired outcome and availability of resources along with a variety of ways that objectives might be achieved. Plans should be flexible to account for possible changes in circumstance. Plans should be discussed in supervision, so that supervisors are aware of the objectives being worked towards.

1.4 Record of competence activities

Record the activity(ies) undertaken to meet objectives on the CCFR. Once an objective has been achieved, another should be identified, continuing the cyclic process.

Practitioners may wish to keep hard copies of the information/evidence related to these activities in a professional portfolio.  However, this is not required by the OTBNZ.

1.5 Critical reflection on outcomes

Critical reflection includes a consideration of whether a change in practice has occurred as a consequence of professional development activities undertaken, and whether there is likely to be a consequent benefit to the consumer. This critical reflection may occur independently, in discussion with peers, and/or in supervision.
Competency self-assessment, setting objectives and developing a plan is a cyclical process, with insight into development needs gained both via situations encountered in practice, and focused critical reflection.

1.6 Supervision

The OTBNZ's Code of Ethics document mandates that all occupational therapists receive effective professional supervision relevant to their work setting. Supervision is an important component both in the process of developing awareness of self and abilities, and in critical reflection. Because of the opportunity it also affords to receive feedback and guidance, supervision is considered a critical component of continuing competence.

A supervision log should be maintained. This should record details of the nature and frequency of supervision.

Frequency and mode of supervision vary according to professional needs, resources, context, and level of experience, and may incorporate any aspect of professional role e.g. clinical, managerial or cultural. Practitioners may have different supervisors/mentors for different roles, and supervisors may be from other disciplines. It is required however, that graduates in their first year of practice receive regular and frequent supervision from a registered occupational therapist with a current practising certificate and with no condition on their own scope of practice.