Introduction to Members
The Health Professions Act (HPA) defines competence as “the combined knowledge, skills, attitudes, and judgement required to provide professional services”. Competence therefore applies to the range of settings where regulated members provide services, including clinical, academic, or administrative settings. Participating in ongoing education and professional development is an important component in maintaining and enhancing your competence to practice.
Competency Area Definitions
| Area | SLP | Audiology |
|---|---|---|
| Expert | Speech-language pathologists apply their knowledge of the development and disorders of communication, as well as feeding and swallowing, together with their assessment and intervention skills to provide professional, client-centered care to individuals across the lifespan. This role is central to the function of speech-language pathologists. | Audiologists are able to apply their knowledge of auditory and vestibular development and disorders, together with their assessment and intervention skills to provide professional, client-centered care to individuals across the lifespan. This role is central to the function of audiologists. |
| Communicator | Speech-language pathologists facilitate the therapeutic relationship and exchanges that occur before, during and after each encounter. The competencies of this role are essential for establishing rapport and trust, sharing information, developing a mutual understanding, and facilitating a shared plan of client-centered care. | Audiologists facilitate the therapeutic relationship and exchanges that occur before, during and after each encounter. The competencies of this role are essential for establishing rapport and trust, sharing information, developing a mutual understanding, and facilitating a shared plan of client-centered care. |
| Collaborator | Speech-language pathologists seek out and develop opportunities to work effectively with other professionals, the client and their family, caregiver, significant others and/or the community to achieve optimal client-centered care as well as continuity of care when clients change providers and/or caregiver | Audiologists seek out and develop opportunities to work effectively with other professionals, the client and their family, caregiver, significant others and/or the community to achieve optimal client-centered care as well as continuity of care when clients change providers and/or caregivers. |
| Advocate | Speech-language pathologists use their expertise to advance the health and well-being of a client by assisting them to navigate the healthcare or educational system and access support and resources in a timely manner. | Audiologists use their expertise to advance the health and well-being of a client by assisting them to navigate the healthcare or educational system and access support and resources in a timely manner. |
| Scholar | Speech-language pathologists demonstrate a lifelong commitment to professional learning and self-reflection, as well as to the creation, dissemination, application, and translation of current evidence-informed knowledge related to the profession of speech-language pathology. | Audiologists demonstrate a lifelong commitment to professional learning and self-reflection, as well as to the creation, dissemination, application and translation of current evidence-informed knowledge related to the profession of audiology. |
| Manager | Speech-language pathologists are integral participants in decisions relating to the service provided to clients in the healthcare or educational system. The decision process may involve co-workers, resources, and organizational tasks. | Audiologists are integral participants in decisions relating to the service provided to clients in the healthcare or educational system. The decision process may involve co-workers, resources, and organizational tasks. |
| Professional | Speech-language pathologists are guided by a code of ethics, professional standards, regulatory requirements, and a commitment to clinical competence in the service they provide to their clients. | Audiologists are guided by a code of ethics, professional standards, regulatory requirements, and a commitment to clinical competence in the service they provide to their clients. |
Scoring Rubric
| Refer | Meets Requirements |
|---|---|
| Activity descriptions do not provide specific identifying information for the continuing education activities completed (e.g., date, title, author/presenter/instruction, hosting organization, etc.). | Activity descriptions provide specific identifying information for the continuing education activities completed (e.g., date, title, author/presenter/instruction, hosting organization, etc.). |
| Reflections do not contain details and explanations of how the continuing education activities undertaken impacted the regulated member’s competence in the competency areas identified.
The connection between the activity undertaken and the regulated member’s competence is not evident/clear/obvious (inference is required from the reader). Reflections do not include specific examples of knowledge gained and/or changes to practice that occurred as a result of completing the continuing education activity. |
Each reflection contains details and explanations of how continuing education activities undertaken impacted the regulated member’s competence in the competency areas identified.
The connection between the activity undertaken and the regulated member’s competence is evident/clear/obvious (inference is not required from the reader). Each reflection includes specific examples of knowledge gained and/or changes to practice that occurred as a result of completing the continuing education activity. |