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Fitness to Practise for Healthcare Professionals

Course Description

Fitness to Practise for Healthcare Professionals is a course designed for healthcare practitioners who want to understand regulatory expectations, maintain professional standards, and navigate investigations or remediation processes with confidence.

The course explains what fitness to practise means in Canada, why it is central to patient safety and public trust, and how regulators such as the CPSO, CNA, CMA, NAPRA, RCDSO, and provincial Colleges assess it. Learners will explore the key components of fitness to practise — clinical competence, professionalism, ethics, boundaries, reflection, insight, and remediation — and understand how these are applied in real regulatory cases.

Through structured guidance, case studies, and practical exercises, professionals will learn how to demonstrate their fitness to practise, respond effectively to complaints or investigations, and embed continuous improvement into their careers.

Course Content

Course Objectives
Course Objectives
Section 1: Introduction — What Fitness to Practise Means in Canada
1.1 Defining Fitness to Practise
1.2 Why Fitness to Practise Matters
1.3 Fitness to Practise as a Dynamic Standard
1.4 How Fitness to Practise Is Judged
1.5 The Broader Scope of Fitness to Practise
1.6 Reflective Quiz
Section 2: Why Fitness to Practise Matters — Patient Safety and Public Trust
2.1 Patient Safety as the Central Priority
2.2 Public Trust in Healthcare Professions
2.3 Protecting Colleagues and Teams
2.4 Upholding the Reputation of the Profession
2.5 The Dual Role of Fitness to Practise
2.6 Reflective Quiz
Section 3: Key Domains of Fitness to Practise
3.1 Clinical Competence
3.2 Professionalism
3.3 Ethics and Probity
3.4 Conduct and Behaviour
3.5 Health and Capacity
3.6 The Interconnected Nature of Domains
3.7 Reflective Quiz
Section 4: How Regulators Assess Fitness to Practise
4.1 The Regulatory Purpose
4.2 Key Questions Regulators Ask
4.3 Sources of Information in Assessments
4.4 How Hearings and Panels Evaluate Concerns
4.5 Possible Regulatory Outcomes
4.6 The Role of Transparency and Authenticity
4.7 Reflective Quiz
Section 5: Common Triggers for Investigations and Complaints
5.1 Clinical Errors and Competence Concerns
5.2 Professionalism and Boundary Issues
5.3 Ethical Breaches and Dishonesty
5.4 Communication and Teamwork Failures
5.5 Health and Substance Use Concerns
5.6 Misuse of Social Media and Digital Platforms
5.7 Criminal Conduct or Behaviour Outside Work
5.8 Reflective Quiz
Section 6: Reflection, Insight, and Remediation in Fitness to Practise
6.1 Reflection — The Foundation of Learning
6.2 Insight — Understanding and Accountability
6.3 Remediation — Turning Learning into Action
6.4 How Reflection, Insight, and Remediation Work Together
6.5 Why These Qualities Are Central to Fitness to Practise
6.6 Reflective Quiz
Section 7: Case Studies — Fitness to Practise in Real Scenarios
7.1 Case Study: Documentation Failures (Nurse)
7.2 Case Study: Prescribing Errors (Physician)
7.3 Case Study: Boundary Violations (Dentist)
7.4 Case Study: Professionalism Concerns (Pharmacist)
7.5 Case Study: Health and Capacity (Midwife)
7.6 Lessons Across the Case Studies
7.7 Reflective Quiz
Section 8: Building a Professional Identity Grounded in Fitness to Practise
8.1 Fitness to Practise as a Professional Mindset
8.2 Embedding Continuous Reflection and Learning
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