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CCP Journey
CCP
Every year, more than 13,000 registered nurses in Manitoba embark on a mandated Continuing Competency Program, we call CCP. It is a comprehensive learning system that provides registered nurses and nurse practitioners with a framework to maintain standards, enhance practice, and promote high standards of knowledge to deliver safe, competent, and ethical care.
The purpose of this page is to help you navigate your CCP journey.
Your journey into the Continuing Competency Program is about taking control to further your knowledge in continuing to deliver quality client care. It provides you with the opportunity to enhance your critical thinking, decision-making, and leadership skills. CCP also enables you to have the choice to decide what learning you want to take through this self-directed learning program.
You can learn more about the requirements for this program here.
Your CCP Roadmap
Note, this section will change throughout the course of the year (sometimes monthly) to provide you with ongoing education on your annual requirements for the CCP. Please refer back this page to see if you are on the right track.
DECEMBER: Why Do We Have Annual Requirements?
Another year is almost over, along with another year of completing our annual Continuing Competency Program (CCP) requirements. During this process we often hear “Why are you making us do this?” So, this month we explore the Why.
Nurses are legislated under the Regulated Health Profession Act (RHPA) which sets our responsibilities.
CRNM is mandated to “develop, establish and maintain a continuing competency program for members to promote high standards of knowledge and skill” (section 10(2) item d).
The RHPA, section 87(1) identifies that “A council must establish, by regulation, a continuing competency program to maintain the competence of the members and to enhance the practice of the regulated health profession. The program may provide for, but is not limited to, (a) reviewing the professional competence of members; (b) requiring members to participate in programs intended to ensure competence; and (c) conducting practice audits in accordance with this Act”.
The College of Registered Nurses of Manitoba General Regulation identifies …
- The continuing competency program consists of (a) the completion of a jurisprudence learning module that includes an evaluation component; (b) the undertaking of a self-assessment process; and (c) the preparation and implementation of a self-development plan (section 2.26).
- A member must make records in a satisfactory form that indicate he or she has complied with the continuing competency program. The records must be kept for the current year and each of the immediately four preceding practice year (section 2.27(1)).
- Upon the registrar’s request, a member must submit his or her records. The registrar may request additional information or supporting documentation from the member about the member’s continuing competency (section 2.27(2)).
Recognizing that individual learning needs are different, CRNM’s continuing competency program is a supportive program meant to promote self-reflection and life long, self-directed learning.
- The creation of an annual self-development plan supports this by allowing nurses to reflect on their practice and choose a goal specific to their learning need.
- The forms are uploaded and ready for download or print by January, allowing nurses the opportunity and time to invest in their goal throughout the year.
- The Self-Assessment form provides nurses the opportunity to reflect on their practice in relation to our Practice Expectations.
- These practice expectations describe at a minimum how a nurse is to practice. It is a nurse’s responsibility to understand these expectations and be accountable to them to ensure the public receives safe, competent, and ethical care.
- The annual jurisprudence module is to promote safe practice by ensuring awareness of legislation, regulations, standards, and policies.
To meet legislated requirements, the College annually identifies a randomized selection of nurses to participate in the CCP Review. This process includes a review of their self-development plan by the CCP Team and participation in multi-source feedback.
The Continuing Competency Program Team is available year-round if you have questions or require support.
Achieving Your Annual Requirements: Attend an Information Session
We invite and encourage you to attend a CCP information session that will teach you the various parts of the CCP process. The Quality Practice team is offering one-hour virtual (Microsoft Teams) presentations, that will cover similar information but have different areas of focus. These presentations are organized this way to provide you with the choice to select the presentation type that is right for you!
The information sessions you can choose from are listed below.
To register for any of these information sessions, email ccp@crnm.mb.ca with Information Session in your subject line. In the email identify the title and date of the presentation you wish to attend. Once registered, a member of our Quality Practice team will be in contact, close to the session date, to confirm details on how to enter the information session.
Information Sessions
CCP: Your Annual Requirements
If you are new to registered nursing in Manitoba, are a new registered nurse, or want a better understanding of CCP, this presentation is for you. It focuses on a general overview of the CCP program which includes:
- What CCP is and why we have it
- Reviews the three annual CCP requirements
- Reviews what needs to go into a self-development plan (SDP)
- Briefly reviews the annual CCP Review Process
Dates and Times:
- Jan 8: 9:00 –10:00 am
- Feb 7: 2:00 – 3:00 pm
- Mar 8: 10:00 – 11:00 am
- Apr 1: 3:00 – 4:00 pm
- May 1: 9:00 –10:00 am
- May 31: 1:30 – 2:30 pm
CCP: Your Self-Development Plan (SDP)
If you are struggling with, or dread completing your annual SDP, this information session is for you.
This information session includes:
- A review of the 3 annual requirements
- A brief overview of why we have CCP
- Criteria to consider when creating a SDP
- How to identify and select self-directed learning goals and activities
- Goal writing strategies
- How to create a SDP that meets criteria
- Impact on practice requirements
Dates and Times:
- Jan 24: 12:00 – 1:00 pm
- Feb 23: 9:00 –10:00 am
- Mar 18: 3:00 – 4:00 pm
- Apr 17: 9:00 –10:00 am
- May 17: 1:30 – 2:30pm
CCP: The CCP Review Process
Every year, a number of RNs and RN(NP)s are randomly selected to participate in the CCP Review as part of CCP. This session is for those who were selected for the CCP Review Process (in July), or for anyone interested in learning about the review process. These presentations are available from August to October and include information on:
- CCP Review timeline
- How to create a SDP that meets criteria
- How to document the SDP during certificate of practice renewal
- Multisource Feedback
- Questionnaires
- How to ask for feedback
- SDP outcomes
- MSF report and outcomes
Dates and Times:
Dates and times TBA in July 2024
Exemplary SDPs
What makes a learning plan a great one?
Your self-directed learning is documented every year in a self-development plan which is the key requirement that you need to complete as part of your CCP journey. We have included real-life SDP examples that were identified as exemplary from 2023 renewal, for your review.
Tip: To see how the College scores your completed SDP, please review the rubric outlined in the CCP Workbook.
Take some time to read these SDPs and see how they exceeded the criteria outlined by:
- Identifying a clearly self-directed unique or innovative learning goal
- Identifying learning activities that are clearly self-directed, relate to the goal and impact on the RN’s practice
- Having an impact on practice that is well articulated and demonstrates that client care has been, or will be improved as a result of the learning
- Having excellent flow throughout the SDP
Examples of SDPs
Example 1: Conquering Challenging Behaviour
This RN wished to increase their knowledge and learn new strategies to de-escalate disruptive behaviour in their clients. They attended a workshop, viewed videos, and read numerous resources to meet their goal.
They provided clear information of what was learned, and why this knowledge was important in their practice. A scenario was also provided that demonstrated the learning being put into practice to de-escalate a situation and improve the client experience.
Example 2: Understanding the long-term effects of COVID-19
This RN sought to understand the long-term effects of COVID-19 in their geriatric population to provide improved care by reviewing numerous articles. Along with their goal being self-directed and relevant to their current practice, their impact to practice was clearly stated. They demonstrated how they implemented this knowledge into practice, providing improved outcomes for their clients. The whole self-development flowed well and was well articulated.
Example 3: Pressure Ulcers
This RN learned how to prevent and decrease pressure ulcers in the spinal cord injury population. They reviewed articles, attended a symposium, and met with the facilities occupational therapist to better understand the seating assessment and pressure mapping.
Combining this knowledge led to an enhanced understanding of the risk factors that contribute to pressure ulcers in this population. They were able to create a teaching tool for their clients to help increase their awareness of risk factors related to their spinal cord injury. The scenario provided clearly indicates the improvements in their knowledge and the care being provided to their clients, making this an exemplary self-development plan.
Example 4: Holistic symptom management for dementia clients
In this self-development the RN seeks to enhance their knowledge around providing palliative care for dementia clients prior to the need for end-of-life care, with a focus on holistic symptom management. Articles and a webinar were the activities that provided knowledge to this RNs quest.
In this impact on practice the RN demonstrates their personal growth and learning by identifying the need to create a therapeutic relationship with the family early in the disease process, and to look beyond pharmacological treatment. The ultimate goal is to provide the client with adequate control of their symptoms. This goal is another exemplary example as it clearly identifies the learning need, is self-directed, relevant to the RN’s current practice, flows well and the impact statement is clearly articulated.
Example 5: More than baby blues
This self-development plan has the RN reading articles, participating in a webinar, and viewing a TED talk to enhance their knowledge on the emotional health and wellbeing related to baby blues and postpartum depression. In this self-directed, unique self-development plan they identify the reason for seeking this out as their learning goal and share the changes this knowledge brought to their practice. This enhanced learning increased their confidence, allowing improved engagement with their clients when having conversations.
Example 6: Improving cultural safety
This RN worked to enrich her knowledge and the care she provides to the indigenous community in an urgent care setting. Through online modules, resources, and learning how to communicate using the H.E.A.R.T. method they identified one of these gaps to be the understanding of resource availability in remote communities.
The goal and activities are self-directed. In their impact statement, they clearly articulate in one of their scenarios how they used this new knowledge to ensure the client had the appropriate ongoing care provided in the community after discharge.
Example 7: HIV and Breastfeeding
This is another SDP that has a clearly identified learning goal which is both relevant to their current practice and self-directed. The learning goal is unique, and the activities are self-directed and included online resources, articles, and presentations.
The RN enhanced their knowledge about HIV and breastfeeding, and in doing so was able to provide evidence informed information to her clients. The impact on practice identifies this information and demonstrates how this information allows her clients to be part of the plan and decision-making process.
Example 8: Mentoring
This self-development plan demonstrates how the RN learned different teaching strategies to improve their mentoring skills. The review of articles, on-line resources and videos helped this RN meet their self-directed learning goal.
The sharing of scenarios in their impact on practice statement identifies how they gained understanding of the different teaching strategies and implemented them into their mentoring role. This allowed both their colleagues and them the opportunity to learn and grow.
Example 9: Enhancing Breastfeeding Knowledge
This RN worked to improve her knowledge in breastfeeding to enhance her ability to support clients with breastfeeding questions. This goal is clear, specific to practice, and self-directed with the activities clearly identified and supportive of the learning need.
The scenarios clearly emphasize how the learning was incorporated into their practice. This allows for good flow throughout the SDP and there is evidence that client care has been improved as a result of the learning which leads to a well laid out SDP.
Example 10: Improving Dementia Care
In this example, see how a RN learns about the impact of sensory stimulation in persons with dementia and learns how to integrate this into practice by reading articles and participating in webinars. The goal and activities are self-directed and clearly relate to the identified learning need.
The scenarios presented in the impact statement identify what the RN learned, and demonstrated the impact in the care they were able to provide. For these reasons this is seen as an exemplary self-development plan.
Example 11: Assessing Pain
Articles and webinars provided this nurse with activities to meet their learning goal of increasing their knowledge regarding pain assessments and the management of pain in palliative cancer patients. The impact on practice statement demonstrates how this knowledge was used to improve care and educate family members regarding the pain management for their loved one.
Example 12: Gaining confidence to have uncomfortable conversations
This registrant identified a learning need to enhance their understanding of post-partum depression and the potential risks involved if not identifying them or discussing them with their clients.
Through their activities they gained the knowledge to have more confident and comfortable conversations with their clients, allowing them to feel supported and aware of the resources available to them.
If you would like to read more examples of SDP plans, please visit here.
As a Quality Practice team, we are excited to guide you through your CCP journey. If you have any questions, our team can be contacted at the information below.