GP16 - Regulatory Committees Competencies & Attributes Profile
|Policy Number:||GP 16||Effective Date:||April 2021|
|Last Review Date:||November 2020||Next Review Date:||November 2021|
|Review Frequency:||Annually||Related Supporting Documents:|
CARNA’s Regulatory Committees Selection Policy refers to a Competencies and Attributes Profile outlining sought-after qualities in members of Regulatory Committees. This is updated on an annual basis by the Nominating Committee, when priority gaps will be identified, based on the difference between the desired future state composition and the current state. This will then be used to inform nominations, recruitment, qualification and selection.
In order to support strong decision-making in the public interest, every committee member will bring the following VALUES and ATTRIBUTES to the table:
- Accountability, Honesty and Integrity. Act with integrity and speak the truth, be able and willing to take full responsibility for decisions, and follow through on commitments.
- Adaptability. Appreciate that, at times, plans will adjust to meet changing circumstances and needs.
- Collaboration. Recognize that, in a complex system, what can emerge as a result of meaningful engagement and dialogue will be stronger than what is created in isolation.
- Humility. Be open to new ideas, new perspectives and new ways of doing things, always bringing a learning mindset to decision- making.
- Inclusivity. Create an environment and culture that welcomes diverse perspectives, new partners and new ideas.
- Objectivity. Be able to self-reflect and make decisions based on evidence and good information, to best fulfil the public mandate.
In order to support strong decision-making in the public interest, every committee member will bring, or be willing to learn, the following SKILLS, PRACTICES, and KNOWLEDGE:
- Confidentiality. Understand the need for protecting the privacy and confidentiality of registrants’ quality assurance data, as legislated under the Health Professions Act.
- Cultural Safety and Humility. Have an ongoing learning, appreciation and respect for unique perspectives, cultural contexts, power imbalances and biases in deliberation and decision-making, and recognition of the role CARNA plays in fostering culturally safe, humble, respectful and quality health care, through its cultural safety and humility commitments.
- Diplomacy. Have strong interpersonal communication skills that include the ability to clearly articulate a perspective and engage in respectful, productive and sometimes courageous or difficult discussions with the committee, staff and stakeholders, while consistently reinforcing a culture of trust and respect.
- Health Care Terminology. Know and understand the common terminology, acronyms and phrases used in health care.
- Health Professions Regulation. Understand the role and philosophy of health profession regulators; the public protection mandate of CARNA; the applicable legislation, regulations, bylaws and policies; and the core work of CARNA and its committees.
- Information Analysis and Judgement. Be able to carefully review voluminous material within set timelines, assess implications, identify patterns, make connections and narrow the issues to support good decision-making.
In order to support strong decision-making in the public interest, the Committee will bring the following DIVERSE EXPERIENCE, BACKGROUNDS, and PERSPECTIVES:
- Culture. A variety of cultural and historical backgrounds and experiences that reflect the community CARNA serves and the cultural context within health care.
- Education. A variety of educational backgrounds and experiences that reflect the diverse public served by CARNA.
- First Nations. First Nations and Indigenous voices, embedded within CARNA’s governance structure, to ensure that deliberations are informed and decisions include and respect First Nations perspectives, that biases are identified and questioned, and that CARNA’s collective work continues to grow in its cultural safety and humility journey, contributing to positive systemic change.
- Gender Diversity. A variety of perspectives to support decisions that are balanced, relevant and reflective of the public.
- Region. Regional diversity, to reflect the reality that practice, access to healthcare, and the public’s expectations of the health care system varies throughout the province.
- Registrant Practice. Diverse practice experiences, backgrounds and specialties that inform dialogue and decision-making, ensuring decisions meet intended objectives, are practical and, ultimately, protect the public.
In order to support strong decision-making in the public interest, one or more committee members will have the following specific PROFESSIONAL EXPERIENCE, KNOWLEDGE, and SKILLS:
- Ability. Lived experience accommodating or navigating a spectrum of physical, mental health or cognitive abilities, the knowledge of which can enhance relevant, thoughtful decisions that protect the public.
- Committee/Panel Leadership. Experience in facilitating committee or panel meetings, developing a positive culture, conflict resolution and fostering effective decision making.
- Continuing Competence: Quality Improvement. Experience and understanding of the quality assurance and quality improvement programs and assessments in health care, and experience in developing tools that enable meaningful feedback and continuous improvement.
- Continuing Competence: Professional Standards and Professional Ethics. Knowledge and experience of the standards of practice and standards of professional ethics at regional, provincial, national and international levels.
- Registration/Registration Review: International Health Professional/ Graduate. Understand the process for becoming a health professional in Canada with foreign credentials, or, ideally, have experience in navigating that process.
- NEPAC: Education Curriculum. Experience with program/advanced education changes; trends and innovation; developing, implementing and evaluating curriculum, including representation from diverse post-secondary institutions offering nurse education.