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Registration Committee

The Registration Committee (RC) reviews and decides whether to approve or deny non-routine applications for initial registration, annual renewal and reinstatement.


The RC members are a combination of registrants and members of the public. Committee appointments are for 1, 2, or 3- year terms. A person may be appointed to the RC committee for up to six consecutive years.


The RC generally meet by teleconference in panels of 3 committee members. Meetings are planned for 2 to 3 hours with preparation time equal to the length of the scheduled meeting. The total number of meetings an RC member attends will vary. Committee members should be prepared to commit to attend up to four meetings per year, in addition to an annual orientation. ​

Personal  values and attributes

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.

The values articulated by the Board are critical in ensuring that committee members have a clear understanding of BCCNP's public protection mandate, are willing and able to work in collaboration with others, and positioned to lean in to the opportunities and challenges the Board and college are facing. 

The following values and attributes are articulated for the Board and all the committees:

Accountability, Honesty and Integr​​​ity​

​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

Public S​​ervice

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.

Core c​​​ompetencies

In order to contribute to the work of the DC, 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.

Core competencies


Understand the need for and obligations of confidentiality and safeguarding the privacy of all parties.

Cultural Safe​​ty 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 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.

Health Care​ Terminology

Know and understand the common terminology, acronyms and phrases used in health care.

Health Profe​​ssions Regulation

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.

Inform​​ation 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.

Procedural Fairness

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.

Registration Processes/Requirements

Understand the process, procedures and requirements that underpin registration and renewal at the College, and be able to evaluate information to determine eligibility.

Risk Assessm​​ent

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.

System​​ Thinking

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.

Technological Com​​petence

Be able to work electronically in order to uphold security, privacy and efficiency of the college's work.​

Diverse experiences and specialize​​d competencies

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:

Diverse experiences


A variety of cultural and historical backgrounds and experiences, that refle​ct 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 Natio​​ns

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.

Gender Dive​​rsity

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.

Registra​nt 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.


Diverse leadership experience in the public, private, healthcare, and not-for-profit sectors to promote knowledge and the sharing of best practices.

Specialized Competencies


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.​​​​

Adjudication and Hearing

Knowledge and experience of participating in and/or chairing hearings within a legislative framework, and an understanding of administrative law principles and procedural fairness.

Committee and Panel Leadership

Experience in facilitating committee or panel meetings, developing a positive culture, conflict resolution, and fostering effective decision making.

Governance expertise

Understand how governance works, how committees should function, and be able to think critically about its structure and practices, which result in recommendations to the board.

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.​

 Composition matrix

 Committee appointments

​​If you are interested in serving on one of BCCNP’s committees, and have a passion for protecting the public, please email​​​​