Frequently Asked Questions - Cpd
Continuing professional development is the means by which health and social care professionals maintain and improve their knowledge, skills and competence, and develop the professional qualities required throughout their professional life. CPD is an integral component in the continuing provision of safe and effective services for the benefit of service users. CPD requires engagement by the health and social care professional in a range of learning activities on an on-going basis.
Registrants are required to accrue 60 CPD credits in each 24 month cycle.
Active engagement in CPD is critical to ensuring that registrants continue to have the up to date knowledge and skills necessary to deliver a safe and effective service to service users. The registrants’ practice must be guided by changes in work methods, in technology, in research, in roles and in legislation. Evidence of CPD is important because it provides the mechanism for registrants to reassure the Board, on behalf of the public, that they are maintaining their professional standards.
The requirement is 60 credits in each 24 month cycle regardless of your work situation. This CPD standard applies to all registrants regardless of a full time or part time workload.
The requirement is 60 credits in each 24 month cycle regardless of your work situation. This CPD standard applies to all registrants regardless of a full time or part time workload.
For those who are on an extended break from work, they may be able to apply to defer their audit should they be called. However, this will be considered by the relevant registration board on a case by case basis and there is no guarantee that a deferral will be granted. Those who are successfully granted a deferral will be automatically called for audit the next time.
CPD credits are awarded on the basis that one hour of learning is equal to one CPD point. For the purpose of this CPD system, learning refers to new or enhanced learning only.
Registrants are required to self-declare the CPD credits for each activity they engaged in. This is based on the amount of new or enhanced learning associated with the activity, identified by them as an individual. Registrants will be obliged to self-declare CPD points, even in the instance that CPD points have been awarded for the activity by an accrediting body.
For example, Registrant X and Registrant Y may attend the same 2 day course. The organisation running the course has allocated 14 CPD points. Registrant X is attending a course of this type for the first time, but was familiar with the legislation informing the course so awards themselves 12 CPD points. Registrant Y had attended a similar course 2 years previously but was interested in the changes in this area, and awards themselves 3 CPD points for the same course.
No. Registrants may complete more than 60 credits in a CPD cycle if they wish. However, credits cannot be transferred or carried forward to the next CPD cycle. They are only relevant to the cycle during which they were completed.
60 credits have been deemed sufficient for the maintenance of threshold standards. Some registrants may complete in excess of 60 CPD credits in each 24 month cycle in order to achieve higher standards of practice, but this is not compulsory to stay on the register. The CPD system is only concerned with the maintenance of threshold standards.
1 CPD credit is equal to1 hour of learning, but you can attribute any fraction of 1 hour to a learning activity.
For example, Registrant X may have a 15 minute discussion about a complex case with a colleague which resulted in learning. Registrant X would then record 0.25 CPD credits for this learning activity in their Record of CPD Activities.
CPD credits should be allocated on the basis of new or enhanced learning. Simply completing the same activity a number of times would not accrue additional CPD points as the content would not be new to the registrant.
However the same type of learning activity such as a journal club, may contribute to CPD point accrual throughout the cycle as new content is likely to be generated at each meeting of the journal club.
The only learning activity with a CPD credit limit is the maintenance of a CPD portfolio. Registrants may claim a maximum of 8 CPD credits in relation to this activity. There are no limits or caps placed on any other activity type, however, registrants must demonstrate engagement with a range of learning activities.
No, CORU will not accredit CPD activities. Each registrant will be responsible for identifying suitable CPD activities to target their own learning, and will be allocating CPD points based on the new or enhanced learning associated with each activity.
A list of example CPD activities has been compiled to support registrants. This list is varied and incorporates work-based learning activities. However, registrants will be entitled to identify learning activities that are targeted to their own learning needs and are not confined to complete activities only on the list. As long as learning took place that informs or improves their practice, this will be considered a suitable learning activity.
No specific learning activities have been identified as compulsory elements within the CPD framework. This reflects the diverse nature of practice and will ensure that registrants are able to complete activities that are suitable to themselves and their setting.
Registrants will self-identify learning activities that target their specific learning need and will self-declare the learning gained from the activity.
Activities such as supervision which are a core area of practice and are strongly embedded into practice will be considered as suitable learning activities.
The only compulsory requirement relating to activities is that registrants engage with a range of learning activities to satisfy the 60 credit requirement.
Registrants are required to carry out a self-directed review of their knowledge, skills, performance and professional qualities in the context of their professional role and mindful of current and future practice. This enables registrants to identify learning needs and outcomes that are important for their practice.
Following this, registrants will then identify suitable learning activities that address these learning needs. Registrants can seek guidance from employers, managers, supervisors or colleagues when identifying appropriate learning activities.
No. This is not a requirement of the CPD framework. Registrants are entitled to conduct this process on their own as some practitioners may work in isolation.
However, as professional development planning may be a feature of some workplaces and may inform the CPD process, it may be useful for registrants to combine both processes to increase efficiency and minimise the impact on their professional practice.
Although supervision is considered an important component of practice, only completing supervision, or any other single learning activity, would not be sufficient to meet the CPD requirements set out.
Registrants are required to complete a range of learning activities amounting to 60 CPD credits in order to satisfy the CPD requirement.
Yes. Although supervision is considered an important part of practice, it is not a compulsory activity within the framework. We are cognisant that not all registrants work in a supported environment, and may be working as isolated practitioners.
Supervision is just one acceptable CPD activity listed within the examples given in the CPD framework. Many other learning activities are suitable to contribute to your CPD points.
Attendance at a course or workshop is only one way of completing a CPD activity. Courses and workshops require time and resources and may not suit all registrant’s personal circumstances. For this reason, a variety of learning activities will be suitable and a list of example activities is available for registrants.
No. The responsibility to engage with CPD and maintain an accurate record of your CPD in the form of a portfolio is the responsibility of the registrant.
Employers should recognise the importance of CPD to professional practice and can be further informed on this by referring to CORU’s ‘Guide to CPD for Employers’.
Registrants should engage with learning activities on an on-going basis throughout the CPD cycle. This does not mean that registrants are obliged to engage with CPD continually, but should add to their portfolio at regular intervals.
CPD can be incorporated into your everyday work practice through a range of activities such as supervision, discussions with colleagues, case studies, in-service presentations, journal clubs, peer review, providing student placements, job rotation and work shadowing.
CPD may also be completed outside of your work and professional commitments.
This is a flexible model which should suit those in a variety of work situations and with different personal circumstances.
Registrants should be able to embed CPD within their current work situations and incorporate learning activities into their practice. The framework allows registrants to include any planned and unplanned activities which lead to learning and ultimately benefits service users. Activities such as attending in-house mandatory training, reflection on critical incidences or complex cases and sharing information from CPD activities with colleagues are all considered acceptable learning opportunities.
These work-based learning opportunities should reduce the possible burden of CPD to busy practitioners.
This is a written description by the registrant of their current professional role and practice setting. It should include your main responsibilities, any specialist areas of work and description of the practice setting and service users.
Yes. The CPD system is flexible and adaptable across all areas of practice and different work settings.
Registrants will identify their own learning needs based on their area of practice. They will then identify suitable learning activities that target their learning needs but also take into account personal circumstances.
Many suitable learning activities are work-based learning activities which are relevant regardless of area of work or practice. There are no compulsory requirements for the types of learning activities included so can be adapted to suit work practices.
The CPD portfolio that requires to be maintained as part of your commitment to CPD contains 5 distinct sections.
- Declaration and overview of professional role and practice setting
- Personal Learning Plan
- Record of CPD activities
- Reflections on 8 different learning activities
- Evidence of CPD learning activities
This overview will give the CPD assessors a deeper appreciation of your professional role and practice and so will be better equipped to assess how the learning activities undertaken relate to your work.
Yes. Excellent learning opportunities may arise spontaneously without planning or intention. These can be added to the Record of CPD Activities as unplanned learning activities. A record should be made in a similar fashion to planned activities.
Yes, this overview of your professional role and practice setting should be all encompassing and reflective of all your responsibilities as a registered professional.
The Personal Learning Plan is the outcome of the self-review of skills, knowledge and professional carried out as part of Stage 1 of the process. This sets out the professional learning and development needs of the registrant and details how the registrant plans to address those needs by undertaking a number of appropriate CPD activities. The Personal Learning Plan should include
- Learning needs
- Learning outcomes
- Suitable learning activities
The Record of CPD Activities is the output of Stage 3 of the process. The Record of CPD Activities is an accurate record of all learning activities undertaken during the cycle. This includes both planned and unplanned learning activities.
It is best to keep a record of your CPD activities on an on-going basis in a table format. It should include the date of the activity, a brief description and a brief statement of the learning gained from the activity. It should also include the CPD credits assigned for the activity by the registrant and the number assigned to the documents supporting and evidencing the learning activity.
Yes. This template is designed to assist and support registrants in completing reflective reports in keeping with the requirements of the CPD portfolio. All registrants are obliged to use the templates to support a simplified, streamlined audit process.
It is important that the reflective report shows how undertaking the learning activity met a learning need and how/if it impacted professional practice and service users. If it did not meet a learning need or did not impact practice you may want to demonstrate why not, and what you need to do in the future to rectify this. A reflective report should also highlight any areas for future development that were identified as a result of completing the activity.
Reflective practice is one of the defining characteristics of professional practice and is the cornerstone of the CPD cycle used by CORU. Reflection on CPD activities is designed to increase the learning gained from the activity or experience. It encourages analysis of learning which will examine the impact a learning activity has had on the registrant, their practice and the service users.
Yes. It may be as simple as identifying the learning gained from the activity and writing a short piece on the impact it had on your professional role. Even though an activity is unplanned, it is still important to provide evidence for it.
In order to demonstrate appropriate engagement with the process of reflection, it has been deemed that submission of 8 reflections will be sufficient.
These 8 reflections need to be related to 8 different learning activities in order to show the ability to analyse and synthesise learning from a range of different learning activities. The emphasis for this CPD system is for registrants to engage with and explore a range of learning activities and this requirement is in keeping with that concept.
Yes. There is a minimum requirement to submit 8 reflections, but you are welcome to submit more if you would like.
The example list of appropriate evidence for a range of learning activities includes impact on your professional role, which is very similar to the reflective report. In some instances just one supporting document may not be sufficient to truly evidence the learning activity.
For example, attendance at a course, workshop or subject specific conference would require a certificate of attendance as well as further written evidence.
No. Reflection can explore more negative aspects of learning.
For example, a learning activity that you expected to target a particular learning need did not do so. It is valid to reflect on this, but it would be useful to identify what type of learning activity might better address the need in the future.
Another example could be that after attending a course where you learned a new skill, you were unable to implement this into practice. It is important to explore the barriers to implementation within your practice and identify how these could be overcome and if they need to be.
The purpose of supporting documentation is to verify the learning activity to which it relates. It allows the CPD assessors to be sure that the learning activity did take place and impacted your professional practice.
The supporting documentation required varies depending on the type of learning activity to which it relates. The table of CPD activity examples provided includes examples of corresponding suitable supporting documentation.
Registrants need to include appropriate supporting documentation to verify and confirm the learning activity it evidences. Some activities will require just one type of supporting documentation, whereas others may require more. Please be guided by the examples provided. However, registrants are encouraged to use their judgement and are encouraged to supply sufficient documentation to verify the activity.
The 8 reflective reports may act as supporting documentation for the activities to which they relate. However, it may not be sufficient evidence for certain activities and further documentation may be required.
Yes. The supporting documents need to be numbered to easily link them to the activity to which they correspond.
In the Record of CPD Activities, you should provide the number of the supporting documents for each activity listed.
The supporting documents should be preceded by a table explaining the supporting documents. It should include the number of the document, the type of document it is and which activity it relates to. A template is provided for your use.
No. Copies of documents such as certificates of attendance should be submitted as part of your portfolio. It will not be possible to return original documents to registrants, so they should not be included.
Yes. It is important that all information identifying a patient or service user must be removed from any documentation submitted. This is particularly important when including items such as case studies. Do not, under any circumstance, provide information that would enable the identification of a service user.
No. Only your own work and ideas may be included in your portfolio.Plagiarism may be deemed as professional misconduct and thereby the registrant would be in breach of the relevant Registration Board's Code of Professional Conduct and Ethics.
Plagiarism is falsely attributing someone else’s written or creative work as your own without appropriate acknowledgement. This includes not just written work but also graphics, tables, and any representation of ideas.
We would recommend using the CORU portfolio template to ensure you are compliant with the CPD requirements set out. Portfolio’s that do not meet the requirements of the portfolio will automatically be asked to provide further information to provide the assessors with appropriate information for them to assess.
Portfolio’s completed on the CORU template are likely to move through the audit process more quickly.
In order to minimise the time implications associated with maintaining an accurate record of your learning, we recommend you maintain your portfolio on an on-going basis.
The templates provided by CORU are designed to assist you in the recording of your CPD in an efficient, easy manner. The registrant toolkit also provides additional resources to ease the time burden associated with keeping a portfolio.
In recognition of the effort associated with maintaining a portfolio, a maximum of 8 CPD credits may be assigned to this process as a learning activity.
No. There are elements of the portfolio where there are suggested guidelines. These are detailed below:
1. Professional practice and practice setting (500 words)
2. Personal learning plan
3. Record of CPD activities (300-1,200 words for each activity)
4. Reflections on CPD activities (1200 words for all reflections)
5. Evidence of CPD activities.
Registrants are entitled to go above or below the suggested word counts as they see fit. It is the responsibility of the registrant to ensure they have supplied sufficient information for their portfolio to be adequately assessed. For the purpose of the record of CPD activities there should be some correlation between the number of credits allocated and the description of learning gained.
For example, you would be expected to write significantly more regarding learning gained for an activity that resulted in 20 credits being allocated in comparison to the learning gained for just 1 credit being allocated.
The suggested guideline of just 150 for each reflection is because the reflection is an extension of the record of CPD activity. You have already detailed the overview of learning gained and the reflective report is simply considering its relevance to practice and impact or benefit to service users.
Yes. Maintaining a CPD portfolio is included in the guidance as a suitable learning activity. Registrants can claim a maximum of 8 CPD credits for the maintenance of their CPD portfolio.
Records should be kept by the registrant in perpetuity.
Maintaining a CPD portfolio will need to be included as a learning activity in the Record of CPD Activities. This can be appropriately evidenced through your Personal Learning Plan, Records of Activities, Reflections and Supporting Documentation which are already presented as compulsory components of your portfolio.
No. CPD portfolios will not be required to be submitted as standard. A random audit will take place at the end of each 24 month cycle to assess compliance with the CPD system
Please refer to our CPD Audit FAQs for information regarding CPD audit.