The Education Program Review (EPR) Committee evaluates the integrity of BC education programs and qualifying courses for nursing professionals and provides information to BCCNP’s Board for consideration in recognizing a nursing education program.
EPR committee members are a combination of registrants and members of the public. Most of the committee’s work takes place in panels of 3 to 6 committee members. Committee appointments are for 1, 2 or 3-year terms. A person may be appointed to the EPR committee for up to 6 consecutive years.
The total number of meetings a committee member attends can vary. Committee members are polled for their availability. EPR committee members should be prepared to commit to at least four to six regularly scheduled meetings per year plus an annual orientation. Meetings are in person or via teleconference. Generally, in person meetings are for a full day meeting and half-day meetings are by teleconference. Preparation time for each meeting is generally the same as the scheduled time for a meeting.
In April 2019, the BCCNP Board approved the Committee Composition Matrices upon the recommendation of the BCCNP Governance Committee. These composition matrices include values, core competencies, diverse perspectives, and specialized skills and experiences that will benefit the work of the committees in the context of the regulatory environment in which BCCNP currently operates.
Act with integrity and speak the truth, be able and willing to take full responsibility for decisions and follow through on commitments.
Appreciate that, at times, plans will adjust to meet changing circumstances and needs.
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.
Be open to new ideas, new perspectives, and new ways of doing things, always bringing a learning mindset to decision-making.
Create an environment and culture that welcomes
Be able to self-reflect and make decisions based on evidence and good information, to best fulfil the public mandate
Have compassion for the public and their right to safe, ethical care, demonstrated by an understanding and appreciation of, and commitment to, the public protection mandate and the time required to execute the role diligently, recognizing that public interest will always be prioritized over personal or professional interests.
Be able to work with others effectively, and appreciate different perspectives and opinions, while fostering and promoting, not impeding or stifling, robust dialogue.
Have a clear understanding of personal strengths, areas of development and potential biases, remaining open to reflection, feedback, continuous growth and improvement.
In order to contribute to the work of the EPR Committee, the following skills, practices and knowledge are required. We are looking for both registrants and public members that bring these to the table or are willing to learn these core competencies:
Understand the need for and obligations of confidentiality and safeguarding the privacy of all parties.
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 the college plays in fostering culturally safe, humble, respectful, and quality health care, through its cultural safety and humility commitments.
Have strong interpersonal communication skills that include the ability to clearly articulate a perspective, engage in respectful, productive, and sometimes courageous or difficult, discussions with the committee, staff and stakeholders, while consistently reinforcing a culture of trust.
Know and understand the common terminology, acronyms and phrases used in health care.
Understand the role and philosophy of health profession regulators, the public protection mandate of the college, the applicable legislation, regulations, bylaws and policies, and the core work of the college.
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.
Understand administrative law and quasi-judicial processes, commit to the unbiased balancing of issues, meticulously weigh evidence, think critically about issues at hand, consider options within the scope of the college's mandate and power, and bring consistency and sound judgment to decision-making in accordance with procedural fairness principles set out in common law.
Understand the process, procedures and requirements that underpin registration and renewal at the College, and be able to evaluate information to determine eligibility.
Understand and assess the risk that a decision might have on the public, and make decisions proportional to the risk of harm to the public.
Understand the standards and scopes of practice that guide nursing practice in British Columbia, and be able to determine where a breach or potential breach might occur.
Be aware of the complex system in which the college works, including the stakeholders within that system, and the impact that college decisions have on this greater community.
Be able to work electronically in order to uphold security, privacy and efficiency of the college's work.
In addition to the competencies outlined above, we have identified some unique experiences and skills that we would like to draw from. The decisions of the DC are better when we have diverse perspectives at the table. When recruiting to this committee we look for the following:
A variety of cultural and historical backgrounds and experiences, that reflect the community the College serves and the cultural context within health care.
A variety of educational backgrounds and experiences that reflect the diverse public served by the College.
First Nations and Indigenous voices, embedded within the College'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 the College's collective work continues to grow in its cultural safety and humility journey, contributing to positive systemic change.
A variety of perspectives to support decisions that are balanced, relevant and reflective of the public.
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.
Diverse practice experiences, backgrounds and specialties that inform dialogue and decision-making, ensuring decisions meet intended objectives, are practical and, ultimately, protect the public.
Diverse leadership experience in the public, private, healthcare, and not-for-profit sectors to promote knowledge and the sharing of best practices.
Experience in facilitating committee or panel meetings, developing a positive culture, conflict resolution, and fostering effective decision making.
Experience with program/advanced education changes, trends and innovation, developing, implementing and evaluating curriculum, including representation from diverse post-secondary institutions offering nurse education.
Understand how governance works, as it relates to the Education Program Review Committee policies and processes, know how that committee functions, and be able to think critically about its structure and practices, which result in recommendations to the board.
Familiarity with at least one nursing designation, entry level nursing practice, and domains of practice (clinical, education, research, and administration)
Knowledge of practice overlap, including diverse experience with, for example, other health professions, health care employers, or the Nurse Education Council of British Columbia (NECBC).
If you are interested in serving on one of BCCNP’s committees, and have a passion for protecting the public, please email firstname.lastname@example.org