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Job satisfaction of Texas dietitians
THURSDAY, OCTOBER 20 POSTER SESSION: FOOD AND NUTRITION MANAGEMENT JOB SATISFACTION OF TEXAS DIETITIANS. K.F. Smith, RD, R.M. Bush, MS, RD, D. Wright, PhD, RD, and M. Watson, PhD, Department of Nutrition and Food Sciences, Texas Woman's University, Houston, TX The purpose of this study was to assess the current level of job satisfaction of Texas Dietitians. Two hundred nineteen Texas Dietitians from the areas of management, clinical, community, and consultant/private practice returned completed questionnaires assessing their job satisfaction. The Job Descriptive Index (JDI) and the Job In General (JIG) were used to obtain responses. The JDI measured five determinants of job satisfaction including: co-workers, supervision, pay, promotion, and the work itself. The JIG measured attitudes about the job in general. A one-way analysis of variance was used to determine significant differences between the four groups of dietitians, the categories of the JDI and JIG, and the demographics of the sample at a significance level of p<.05. Student Newman-Keuls test was used to compare means among the four groups, JDI and JIG categories and demographics to determine where differences existed. Overall, Texas dietitians were most satisfied with the job in general and least satisfied with promotion. Clinical dietitians were least satisfied with the work itself and management and consultant/private practice dietitians are more satisfied than clinical and community dietitians with pay. Dietitians earning larger salaries were more satisfied with pay; those who were living with someone were more satisfied with promotion than those divorced, single or married; and those in sales were more satisfied with promotion.
A COMPARISON OF INEXPENSIVE NUTRIENT ANALYSIS SOFTWARE PROGRAMS FOR THE MICROCOMPUTER E.M. Tolson, MS, RD, L. Guyer, PhD, RD, and L. Bailey, PhD, Food Science and Human Nutrition Department, University of Florida, Gainesville, FL Nutrient analysis programs for the microcomputer or personal computer provide an efficient method for the analysis of dietary data. Currently. there are numerous diet analysis programs available for IBM compatible personal computers. These programs differ widely in many respects including: cost, content of their data bases, ease of use, and the way they report results. Though computerized diet analysis techniques have some of the same limitations of manual calculations, they are clearly here to stay. The purpose of this research was to compare inexpensive nutrient analysis programs available to professionals as well as the lay public. Six IBM compatible nutrient analysis programs costing less than S60.00 were selected for this study. One-day diet records completed by nine healthy women were analyzed by each of the computer programs, and the outputs were examined by statistical analysis. A model for review of nutrient data base system capabilities was also used to examine the contents of each program's nutrient data base and the computational routines used in the computer program. There were significant differences in the mean daily intakes of certain nutrients calculated by the various programs. The differences were not always consistent within one program (i.e. one program did not always give consistently high or low values). The model for review of nutrient data base capabilities was helpful in evaluating the performance the various computer programs. As personal computers become more popular with the lay public, professionals should expect to see more and more clients utilizing inexpensive programs to analyze their own eating patterns. Professionals will need to be aware that there are differences between nutrient analysis programs and be able to assist clients in interpreting program output. These results also suggest that the dietitian or researcher who chooses to use computerized nutritional analysis software, has the responsibility for ensuring that reported results are reliable.
POSTER SESSION: DIETETIC EDUCATION A MODEL FOR THE INTEGRATION AND APPLICATION OF PROFESSIONAL PRACTICE SKILLS IN A CCMMUNITY SETTING. C.W. Baumgart, MS, RD, E.H. Weiss, PhD., RD, D. McKenzie, MA, D'Youville College, Buffalo, NY Today's dietetics educator is faced with the challenge of developing professional skills and the integration of these skills into professional practice. This project was conducted to test a model for integrating these skills in a field setting. Feeding the homeless and hungry provides an excellent opportunity to accomplish this as well as to increase student awareness of the numerous nutrition and social issues faced by this population. Dietetics students in an advanced food service management class were challenged to plan, prepare, and serve meals in a local soup kitchen. The meals were to be nutritionally appropriate, of a "fine dining" nature, within strict cost guidelines, and prepared within the labor and time constraints of the class. Students were challenged to utilize food items available in excess quantities at the local food bank. Students served 150 to 300 meals per project. To assist with the cost of the food, grants and donations were solicited. Assistance was also solicited from other college programs, such as Campus Ministry, Social Work, and Nursing. The students were able to successfully demonstrate an integration of knowledge and skills in a practical setting. Soup kitchen site staff and clientele reported that participation at the site increased on those days the meals were served and that the nutritional quality of the meal was judged higher than usual. In conclusion, community service projects can serve to integrate professional practice skills development while increasing student awareness of problems with food insecurity.
UNDERGRADUATE DIETETIC STUDENT AND DIETETIC INTERN RESPONSE TO A PROBLEM-BASED LEARNING FORMAT. B.A. Bayard, MS, RD, S.A. Nitzke PhD, RD, and D.M. Neay,PhD, RD, Department of Nutritional Sciences, University of Wisconsin-Madison, Madison, WI Problem-based learning IPBL) is a case-driven, student-centered approach that has been shown to foster critical thinking, problem solving, and self-directed learning skills. A PBL approach has been recommended by dietetic educators, yet had not been formally tested or evaluated. The purpose of this study was to describe dietetic student response to a PBL format. This response was defined by characterizing and contrasting opinions toward PBL and a lecture-based (LB) approach as well as by identifying response differences between undergraduate dietetic students (UDSI and dietetic interns DI). Subjects included 32 UDS in a lifespan nutrition course that were randomly assigned to study the infant and elderly units by a PBL or LB format and 52 DI from 5 internship sites. Each UDS unit was studied in three 50-minute class sessions. DI participated in a one-problem PBL module that was studied in three 2-hour sessions. The research design was an evaluative case study approach with an embedded generalized, randomized block factorial (GRBF-22) design to compare the two UDS groups. Data were obtained from ten instruments that assessed knowledge, attitude, learning style, sensationseeking traits, and opinions. Data from the GRBF-22 design were analyzed using multivariate analysis of variance. Thematic responses were developed from qualitative data. Compared to LB students, PBL UDS considered the content of the infant unit more confusing (p =.036) and the format more frustrating (p< .01), less motivating p = .003), and more stressful (p = .04). The elderly unit was also more frustrating (p =.04) and stressful Ip = .004) for PBL UDS. Perceptions of objective fulfillment and interest in format continuation were significantly more negative for PBL UDS. These results were reflected in the qualitative responses. Compared with UDS PBL students, DI studying the infant problem perceived greater knowledge base acquisition p<.0001), were more motivated p<.01), reported increased confidence using problemsolving and independent learning skills, and were more desirous of another PBL experience (p<.001). Similar trends were noted for DI studying the elderly problem. The results from this study firmly support the use of PBL for DI and suggest that PBL for UDS can be feasible and functional. However, allaying fears about performance expectations and the acquisition of an inadequate or incorrect knowledge base is essential to the implementation of a PBL approach for UDS.
JOURNAL OF THE AMERICAN DIETETIC ASSOCIATION / A-77
A COMPARISON OF INEXPENSIVE NUTRIENT ANALYSIS SOFTWARE PROGRAMS FOR THE MICROCOMPUTER E.M. Tolson, MS, RD, L. Guyer, PhD, RD, and L. Bailey, PhD, Food Science and Human Nutrition Department, University of Florida, Gainesville, FL Nutrient analysis programs for the microcomputer or personal computer provide an efficient method for the analysis of dietary data. Currently. there are numerous diet analysis programs available for IBM compatible personal computers. These programs differ widely in many respects including: cost, content of their data bases, ease of use, and the way they report results. Though computerized diet analysis techniques have some of the same limitations of manual calculations, they are clearly here to stay. The purpose of this research was to compare inexpensive nutrient analysis programs available to professionals as well as the lay public. Six IBM compatible nutrient analysis programs costing less than S60.00 were selected for this study. One-day diet records completed by nine healthy women were analyzed by each of the computer programs, and the outputs were examined by statistical analysis. A model for review of nutrient data base system capabilities was also used to examine the contents of each program's nutrient data base and the computational routines used in the computer program. There were significant differences in the mean daily intakes of certain nutrients calculated by the various programs. The differences were not always consistent within one program (i.e. one program did not always give consistently high or low values). The model for review of nutrient data base capabilities was helpful in evaluating the performance the various computer programs. As personal computers become more popular with the lay public, professionals should expect to see more and more clients utilizing inexpensive programs to analyze their own eating patterns. Professionals will need to be aware that there are differences between nutrient analysis programs and be able to assist clients in interpreting program output. These results also suggest that the dietitian or researcher who chooses to use computerized nutritional analysis software, has the responsibility for ensuring that reported results are reliable.
POSTER SESSION: DIETETIC EDUCATION A MODEL FOR THE INTEGRATION AND APPLICATION OF PROFESSIONAL PRACTICE SKILLS IN A CCMMUNITY SETTING. C.W. Baumgart, MS, RD, E.H. Weiss, PhD., RD, D. McKenzie, MA, D'Youville College, Buffalo, NY Today's dietetics educator is faced with the challenge of developing professional skills and the integration of these skills into professional practice. This project was conducted to test a model for integrating these skills in a field setting. Feeding the homeless and hungry provides an excellent opportunity to accomplish this as well as to increase student awareness of the numerous nutrition and social issues faced by this population. Dietetics students in an advanced food service management class were challenged to plan, prepare, and serve meals in a local soup kitchen. The meals were to be nutritionally appropriate, of a "fine dining" nature, within strict cost guidelines, and prepared within the labor and time constraints of the class. Students were challenged to utilize food items available in excess quantities at the local food bank. Students served 150 to 300 meals per project. To assist with the cost of the food, grants and donations were solicited. Assistance was also solicited from other college programs, such as Campus Ministry, Social Work, and Nursing. The students were able to successfully demonstrate an integration of knowledge and skills in a practical setting. Soup kitchen site staff and clientele reported that participation at the site increased on those days the meals were served and that the nutritional quality of the meal was judged higher than usual. In conclusion, community service projects can serve to integrate professional practice skills development while increasing student awareness of problems with food insecurity.
UNDERGRADUATE DIETETIC STUDENT AND DIETETIC INTERN RESPONSE TO A PROBLEM-BASED LEARNING FORMAT. B.A. Bayard, MS, RD, S.A. Nitzke PhD, RD, and D.M. Neay,PhD, RD, Department of Nutritional Sciences, University of Wisconsin-Madison, Madison, WI Problem-based learning IPBL) is a case-driven, student-centered approach that has been shown to foster critical thinking, problem solving, and self-directed learning skills. A PBL approach has been recommended by dietetic educators, yet had not been formally tested or evaluated. The purpose of this study was to describe dietetic student response to a PBL format. This response was defined by characterizing and contrasting opinions toward PBL and a lecture-based (LB) approach as well as by identifying response differences between undergraduate dietetic students (UDSI and dietetic interns DI). Subjects included 32 UDS in a lifespan nutrition course that were randomly assigned to study the infant and elderly units by a PBL or LB format and 52 DI from 5 internship sites. Each UDS unit was studied in three 50-minute class sessions. DI participated in a one-problem PBL module that was studied in three 2-hour sessions. The research design was an evaluative case study approach with an embedded generalized, randomized block factorial (GRBF-22) design to compare the two UDS groups. Data were obtained from ten instruments that assessed knowledge, attitude, learning style, sensationseeking traits, and opinions. Data from the GRBF-22 design were analyzed using multivariate analysis of variance. Thematic responses were developed from qualitative data. Compared to LB students, PBL UDS considered the content of the infant unit more confusing (p =.036) and the format more frustrating (p< .01), less motivating p = .003), and more stressful (p = .04). The elderly unit was also more frustrating (p =.04) and stressful Ip = .004) for PBL UDS. Perceptions of objective fulfillment and interest in format continuation were significantly more negative for PBL UDS. These results were reflected in the qualitative responses. Compared with UDS PBL students, DI studying the infant problem perceived greater knowledge base acquisition p<.0001), were more motivated p<.01), reported increased confidence using problemsolving and independent learning skills, and were more desirous of another PBL experience (p<.001). Similar trends were noted for DI studying the elderly problem. The results from this study firmly support the use of PBL for DI and suggest that PBL for UDS can be feasible and functional. However, allaying fears about performance expectations and the acquisition of an inadequate or incorrect knowledge base is essential to the implementation of a PBL approach for UDS.
JOURNAL OF THE AMERICAN DIETETIC ASSOCIATION / A-77