As defined by the Professional Terminology for Recreation Therapy in
Alberta (ATRAbute, issue 92), Key Competencies are the scope of demonstrated or expected skills based on education and experience within a profession. In TR, competencies are obtained through the combination of knowledge and application of the knowledge, are maintained through Continued Competence (CE) and are expected to have some overlap with other health professions. A Competency Profile delineates the range of knowledge, skills, behaviours and attributes that are within the profession’s scope of practice. Clinical Specialties can still fall within key competencies, but require special training to be obtained by Recreation Therapists to increase skills and knowledge in specific modalities or team-based interventions.
Upon entry to practice, new recreation therapy graduates have a base range of education and skills obtained through courses and student internships that provide them with introductory competencies to begin practicing the profession. These include the 2003 Standards of Practice for Recreation Therapists in Alberta, which formulate the baseline of knowledge and skills for our profession.
As a professional grows in their field, competencies are developed through avenues such as worksite training, certifications, clinical mentoring, further academic courses and years of experience. ATRA members provide a record of continued education units with their annual membership renewal which demonstrate the avenues that members use to increase their knowledge and competence in the profession of Recreation Therapy. These units may include writing articles, presenting at, or attending a conference, or mentoring a student. Continued education and competency development reflect the priority our profession puts on ensuring that Recreation Therapists across the province are providing the most up-to-date treatments and are using the most current knowledge available.
In the Competency Profile diagram to the right, the upward arrow demonstrates the development of competencies over time starting at entry level practice and leading to higher level competencies such as teaching, leadership and innovation in a health service and/or to progress the profession.
How do we demonstrate these competencies? Below is a selection of our more advanced competencies and ways they are achieved and demonstrated. Use this as a checklist to reflect on your practice and areas for development as you progress in the profession and as we move toward self-regulation in the province of Alberta:
Best practice
• Participate in regular education and learning opportunities to increase knowledge, skills and abilities that reflect best practice in health care and therapeutic recreation.
• Incorporate a combination of the best known evidence for a diagnostic group and the best experience of the professional working with the group in assessment and treatment.
• Think critically before applying newly obtained knowledge into practice related to the benefit or harm to the patient, the implications to the service team and the appropriateness to the service or agency mandate.
• Consult and collaborate with other health professionals and Recreation Therapists to ensure knowledge and treatment are current and standardized.
• Engage in clinical supervision or mentoring relationships throughout years of practice to increase knowledge, skills and abilities related to best practice.
• Demonstrate enthusiasm, insight and innovation within the health service team to learn and adopt best practice into treatment.
Technology
• Participate in organized and self-directed learning opportunities to increase efficiency, knowledge of new technologies and use of technologies where applicable in patient treatment, referral and documentation.
• Ensure ongoing proficiency in the various technologies required for competent, timely, effective and ethical practice.
• Ensure technology is used in a confidential and ethical manner to prevent inappropriate access to, or disclosure of patient information.
• Use technology to increase competence in research, evaluation, best practice and professional development.
Cultural competence
• Participate in regular education and learning opportunities to increase knowledge, skills and abilities to practice in increasingly diverse communities and health services.
• Ensure respect of diversity in patient care and work environment.
• Use assessment tools, interview techniques and treatment options that consider the diversity of patients with respect to language, ethnicity, values, beliefs, and cultural traditions.
• Avoid imposing or perpetuating biases and stereotypes on a patient, based on race, ethnicity, gender, religion, age, sexual orientation, socioeconomic status, living conditions, disability or diagnosis.
• Use certified health interpreters and translated materials where available.
Clinical supervision
• Engage in clinical supervision or mentoring relationships with junior members of the profession to enhance the competencies of emerging professionals in Recreation Therapy.
• Know when to terminate clinical supervision or mentoring relationships in cases of completion of goals, inappropriate relationships, conflict of interest, no longer able to effectively supervise such as illness, extended absence, change in health, change in position.
Professional Accountability
• Identify yourself as a Recreation Therapist during all patient interactions through verbal introduction and work identification.
• Explain your profession and an overview of scope of practice upon patient introduction and as requested through patient interactions.
• Engage in effective and ethical treatments that demonstrate the competencies of the profession of Recreation Therapy.
• Avoid misrepresentation of competencies or engaging in patient activities that fall beyond competencies or increase harm to the patient.
• Know when and how to refer to, or consult other Recreation Therapists or health service professionals as appropriate and consented to ensure safe and ethical patient treatment.
TR Competency Profile Diagram (PDF)