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. Dialogue with a peer (or a mentor or supervisor) has been shown to enhance and support professional competence.
Reflect on a conversation you’ve had with a peer, mentor, or supervisor regarding a clinical or professional situation or event where you obtained feedback and/or support that was relevant and impactful to your competence to practice. The situation or event you discussed might have been retrospective (about a situation you’ve already handled) or prospective (based on something you anticipated would or could happen and you wanted to be prepared). Your peer does not have to be from the same profession and the conversation does not have to be formal or planned, only relevant to your practice/case.
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 |
|---|---|
| Reflection describes a routine situation or event that should not require peer dialogue. | Reflection is on a situation or event that warrants discussion and feedback. |
| The situation described is unrelated to the regulated member’s profession. | The situation described is related to the member’s profession. |
| Choice of peer is inappropriate to the situation.
Reflection does not explain how the peer’s skills, knowledge and expertise are relevant to the professional situation discussed |
Choice of peer is appropriate to the situation.
Reflection explains how the peer’s skills, knowledge and expertise are relevant to the professional situation discussed. |
| Reflection in question 5 does not provide an explanation of how the peer dialogue impacted the regulated member’s competence to practice.
Reflection does not include specific examples of knowledge gained and/or changes to practice that occurred as a result of the dialogue. |
Reflection in question 5 provides an explanation of how the peer dialogue impacted the regulated member’s competence to practice.
Reflection includes specific examples of knowledge gained and/or changes to practice that occurred as a result of the dialogue. |