Fitness to Practise for Healthcare Professionals
Course Description
This CPD-accredited course provides healthcare professionals in Bahrain with a comprehensive understanding of the concept of Fitness to Practise (FTP) — a cornerstone of safe, ethical, and accountable clinical practice. The course explores the expectations set by the National Health Regulatory Authority (NHRA) and relevant professional councils, guiding practitioners to maintain professional standards, demonstrate insight, and remediate effectively when concerns arise.
Through practical examples, reflective activities, and case discussions, participants will learn how to recognise early warning signs of impaired fitness, respond constructively to complaints or investigations, and build a sustainable approach to personal and professional development.
This course aims to enhance professional resilience, reinforce ethical conduct, and promote a culture of continuous improvement in Bahrain’s healthcare system.
Course Content
Course Objectives
Course Objectives
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Section 1: Introduction to Fitness to Practise in Bahrain
1.1 Understanding the Concept of Fitness to Practise
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1.2 The Importance of Maintaining Fitness to Practise
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1.3 Key Principles Underpinning Fitness to Practise
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1.4 The Role of NHRA in Fitness to Practise Regulation
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1.5 Common Factors That Can Impair Fitness to Practise
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1.6 The Interconnection Between Ethics, Insight, and Fitness
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1.7 Consequences of Impaired Fitness to Practise
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1.8 Reflective Quiz
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Section 2: NHRA and Regulatory Expectations
2.1 Overview of the National Health Regulatory Authority (NHRA)
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2.2 Regulatory Scope and Professional Oversight
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2.3 Regulatory Principles: Protecting Patients and Upholding Standards
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2.4 Registration, Licensing, and Re-licensing Requirements
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2.5 Handling of Complaints and Investigations
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2.6 NHRA Expectations During Investigations
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2.7 Remediation and Rehabilitation Under NHRA Guidance
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2.8 Collaboration with Professional Councils and Institutions
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2.9 Ethical and Professional Codes of Conduct
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2.10 Reflective Quiz
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Section 3: Domains of Fitness to Practise — Clinical, Ethical, and Behavioural
3.1 Overview of the Three Core Domains
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3.2 The Clinical Domain: Competence and Safety
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3.3 The Ethical Domain: Values, Integrity, and Professional Conduct
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3.4 The Behavioural Domain: Professionalism and Attitude
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3.5 Interrelationship of the Domains
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3.6 Early Warning Signs of Impaired Fitness in Any Domain
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3.7 NHRA’s Approach to Assessing Each Domain
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3.8 Building Strength Across All Domains
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3.9 Reflective Quiz
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Section 4: Recognising and Managing Impaired Fitness
4.1 Understanding Impaired Fitness to Practise
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4.2 Common Causes of Impaired Fitness
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4.3 Early Recognition and Self-Awareness
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4.4 Responsibilities of the Individual Professional
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4.5 Responsibilities of Employers and Colleagues
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4.6 Managing Health-Related Impairment
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4.7 Managing Performance or Conduct-Related Impairment
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4.8 Role of Insight, Reflection, and Remediation in Recovery
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4.9 Creating a Supportive Organisational Culture
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4.10 Reflective Quiz
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Section 5: Insight, Reflection, and Remediation in Context
5.1 Understanding the Relationship Between Insight, Reflection, and Remediation
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5.2 The Meaning and Depth of Professional Insight
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5.3 The Role of Reflection in Professional Practice
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5.4 Demonstrating Remediation in Practical Terms
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5.5 NHRA’s Perspective on Insight and Remediation
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5.6 Distinguishing Genuine from Superficial Insight
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5.7 Integrating Reflection and Remediation into Daily Practice
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5.8 The Emotional Dimension of Reflection and Remediation
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5.9 The Role of Mentorship and Supervised Practice
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5.10 Reflective Quiz
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Section 6: Responding to Complaints, Investigations, and Hearings
6.1 Understanding the Purpose of Complaints and Investigations
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6.2 Initial Response to a Complaint
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6.3 Engaging with the NHRA Investigation Process
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6.4 Demonstrating Professionalism During the Process
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6.5 Preparing a Written Reflection or Statement
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6.6 Representation and Support During Hearings
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6.7 Possible Outcomes of NHRA Investigations
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6.8 Learning from Complaints: Turning Adversity into Growth
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6.9 Emotional Wellbeing and Support During Investigations
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6.10 Restoring Professional Reputation After an Investigation
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6.11 Reflective Quiz
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Section 7: Maintaining Professional Competence and Resilience
7.1 The Importance of Ongoing Professional Competence
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7.2 Defining Professional Resilience in Healthcare
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7.3 The Link Between Competence, Resilience, and Fitness to Practise
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7.4 Continuing Professional Development (CPD) and Regulatory Requirements
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7.5 Recognising and Preventing Professional Burnout
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7.6 Building Emotional Intelligence and Self-Awareness
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7.7 The Role of Peer Support and Mentorship
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7.8 Developing a Reflective CPD Portfolio
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7.9 Organisational Responsibilities for Supporting Competence and Resilience
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7.10 Reflective Quiz
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Section 8: Case Studies and Scenarios from Practice
8.1 Case Study 1 – Communication Breakdown in a Busy Clinic
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8.2 Case Study 2 – Documentation and Record-Keeping Concern
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8.3 Case Study 3 – Ethical Dilemma and Boundary Violation
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8.4 Case Study 4 – Responding to a Health-Related Impairment
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8.5 Case Study 5 – Miscommunication During a Multidisciplinary Handover
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8.6 Case Study 6 – Handling a Patient Complaint with Professionalism
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8.7 Common Themes from Case Studies
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8.8 Reflective Quiz
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Section 9: Conclusion and Key Takeaways
Conclusion and Key Takeaways
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Post-Course Assessment
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