- Email: [email protected]
Developing a WIC Nutrition Assessment Competency Model for an Online Self-Evaluation Tool
MONDAY, NOVEMBER 8
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH Development of a Model for Teaching Employee Interviewing Skills in the Human Resource Component of a Dietetic Internship Curriculum
Early Childhood Fruit Exposure Program: Lessons Learned from a Sensory-Based Nutrition Education Approach Promoting Familiar Fruits
Author(s): D. M. Rhoads, P. A. Carroll, T. M. Pipkin, P. Bryant; Nutrition and Food Services, Central Arkansas Veterans Healthcare System, North Little Rock, AR
Author(s): L. Cullati,1 K. Carpenito,1 K. Secinaro,1 E. Bourdon,1 G. Dib,1 C. Lucius,1 S. Hale,2 L. Sheldon,1 S. Kannan1; 1Department of Nutrition, School of Public Health and Health Sciences, University of Massachusetts Amherst, Amherst, MA, 2Community Partner, Greenfield, MA
Learning Outcome: Utilization of a standardized scenario in a dietetic internship curriculum to teach job description development, recruitment, interviewing and employee selection. Active participation in human resources is a challenge for internships due to confidentially and lack of opportunities. A standardized scenario was created for interns to develop management skills in hiring dietitians. With this model, interns demonstrated the competencies of The Commission on Accreditation for Dietetics Education utilizing organizational processes to manage human resources, active participation and teamwork, professional writing skills and critical thinking. Interns worked in groups to role play a management team assigned to fill two, full-time dietitian positions. The positions were entry level in management and in clinical. Each team developed a job description, vacancy announcement, a list of performance-based interview questions, reviewed standardized resumes and conducted a series of interviews. Three practicing Registered Dietitians were recruited and trained to portray the applicants in a standardized scenario from prepared resumes. After the interviews, the groups were assigned to make a position selection and justify their decision. Interns reported a high degree of satisfaction with this assignment, indicating the scenario broadened their view of the hiring process, emphasized the importance of interviewing skills and resume development as they prepare for future positions. It also provided interns, many for the first time, to be on the side of decision making and selection of employees. This model builds on the didactic course work in development of management skills in human resources.
Learning Outcome: To increase preschoolers’ awareness of fruits using unique pedagogical strategies that promote learning through the “play” approach. Background: Early childhood represents an opportunity for nutrition education, especially for children from economically disadvantaged families not meeting fruit and vegetable recommendations. Objectives: To engage preschool children using sensory activities to promote fruit (bananas, pears and oranges and tomato) consumption. Methods: Lessons focused on fruit in different forms and in conjunction with other food groups. Each of the Early Childhood Fruit Exposure (ECFE) lessons included sensory activities such as songs (“Wonderball”-themed), mystery boxes and crafts. The ECFE program culminated with a fruit tree-themed mural activity. Teachers and parents were provided with resources and activities for concept reinforcement. Program evaluation included teacher and parent feedback per lesson using a 5-point satisfaction scale. Results: Sixty students attending four preschool classrooms participated in this four-week program. Teacher feedback was positive for the “play” teaching approach. Favorite activities for preschoolers and teachers were tomato planting, yogurt-in-fruit tastings and sponge-painting. Teachers suggested a literature component to strengthen learning outcomes and voiced a desire for introducing less-familiar fruits (ex. grapefruit, kiwi) and vegetables. Specialized training and recruitment of undergraduate students working with preschoolers was an identified need. Conclusion: ECFE created an exciting learning environment for children. Nutrition students gained fieldwork experience promoting fruit and vegetable consumption among children from limited-income rural families. Assessing nutrition education needs in under-served communities is recommended for program success. Children in this program may benefit from the introduction of unfamiliar foods.
Funding Disclosure: None
Funding Disclosure: None
Key Teaching Strategies for Implementing the Nutrition Care Process among Dietitians within a Large Pediatric Hospital Setting
Developing a WIC Nutrition Assessment Competency Model for an Online Self-Evaluation Tool
Author(s): S. Tarrant, J. C. Kinne, V. Ludlow; GI/Nutrition, Children’s Hospital Boston, Boston, MA Learning Outcome: To develop teaching strategies that will result in 100% compliance of the NCP among dietitians. A committee of seven dietitians was appointed by the Clinical Nutrition Director to guide the transition to Nutrition Care Process (NCP) documentation language. Hospital staff consisted of 14 inpatient and 26 outpatient Registered Dietitians, both full-time and part-time, representing 18 specialty practice areas in satellite and main campus locations. The committee introduced each step of NCP to the staff in the following order: Diagnosis, Intervention, Monitoring/Evaluation, and Assessment, requiring staff to practice each step before moving onto the next. Observed barriers to change included resistance to adopting a new method of documentation and adapting standardized language to pediatrics. Teaching strategies used to overcome barriers included small group (4-6 dietitians) monthly sessions with an NCP committee member, creation of reference sheets of frequently used nutrition diagnoses by clinical specialty, NCP documentation templates, monthly NCP case presentations, and participation in American Dietetic Association (ADA) teleseminars. All dietitians received NCP Pocket Guides and access to the ADA reference manual. Three clinical notes per dietitian were informally audited by the committee after each stage was mastered and two notes were formally audited 6 months after full implementation. The results of the formal audit revealed more than 80% of staff used standardized language correctly. Outpatient, full-time dietitians had the highest compliance at 95% and outpatient, part-time dietitians had the lowest compliance at 59%. Hospitals transitioning to NCP should anticipate barriers to change and use peer support, group discussion, and written materials to encourage adoption of standardized language and tailoring the language to pediatrics. Funding Disclosure: None
Author(s): B. Dobson,1 D. Gentsch,2 T. Uden-Holman3; J. Lange1; 1 Iowa Department of Public Health, Des Moines, IA, 2Institute for Public Health Practice, University of Iowa College of Public Health, Iowa City, IA, 3Department of Health Management and Policy, University of Iowa College of Public Health, Iowa City, IA Learning Outcome: Describe the development and validation of an online WIC nutrition assessment competency model. Federal policy guidance - Value Enhanced Nutrition Assessment (VENA) in WIC: The First Step in Quality Nutrition Services introduced essential staff competencies for WIC nutrition assessment in 2006. This project developed and validated a competency model and online self-evaluation tool for potential use by WIC staff across the nation. Competency Work Group 1 (CWG1) included six local agency staff and one state agency dietitian (all from Iowa). This group drafted competency statements based on the policy guidance at novice, proficient, and expert levels to accommodate the needs and level of understanding of new staff and experienced staff. CWG1 completed four rounds of review of the statements via conference calls and online surveys. The model was then passed on to Competency Work Group 2 (CWG2) comprised of two Iowa local agency staff, one Iowa state agency dietitian, four state agency WIC dietitians from other states, and one USDA regional nutritionist. CWG2 reviewed the model using six online surveys and four conference calls. The model was returned to CWG1 to respond to CWG2’s suggestions. The model was reviewed one more time by everyone, then placed into the learning management system as a self-evaluation tool for pilot testing by 19 local agency staff and one state agency dietitian (all from Iowa). Final revisions were made based on the pilot test and the model was released for general access. Aggregate results from online self-assessments have been used to identify topics for new online courses, enhance ongoing training, and plan future training. Funding Disclosure: Funded in part from the U.S. Department of Agriculture, Food and Nutrition Service as a WIC Special Project Grant
Journal of the AMERICAN DIETETIC ASSOCIATION / A-63
POSTER SESSION: SCIENCE/EDUCATION/MANAGEMENT/FOODSERVICE/CULINARY/RESEARCH Development of a Model for Teaching Employee Interviewing Skills in the Human Resource Component of a Dietetic Internship Curriculum
Early Childhood Fruit Exposure Program: Lessons Learned from a Sensory-Based Nutrition Education Approach Promoting Familiar Fruits
Author(s): D. M. Rhoads, P. A. Carroll, T. M. Pipkin, P. Bryant; Nutrition and Food Services, Central Arkansas Veterans Healthcare System, North Little Rock, AR
Author(s): L. Cullati,1 K. Carpenito,1 K. Secinaro,1 E. Bourdon,1 G. Dib,1 C. Lucius,1 S. Hale,2 L. Sheldon,1 S. Kannan1; 1Department of Nutrition, School of Public Health and Health Sciences, University of Massachusetts Amherst, Amherst, MA, 2Community Partner, Greenfield, MA
Learning Outcome: Utilization of a standardized scenario in a dietetic internship curriculum to teach job description development, recruitment, interviewing and employee selection. Active participation in human resources is a challenge for internships due to confidentially and lack of opportunities. A standardized scenario was created for interns to develop management skills in hiring dietitians. With this model, interns demonstrated the competencies of The Commission on Accreditation for Dietetics Education utilizing organizational processes to manage human resources, active participation and teamwork, professional writing skills and critical thinking. Interns worked in groups to role play a management team assigned to fill two, full-time dietitian positions. The positions were entry level in management and in clinical. Each team developed a job description, vacancy announcement, a list of performance-based interview questions, reviewed standardized resumes and conducted a series of interviews. Three practicing Registered Dietitians were recruited and trained to portray the applicants in a standardized scenario from prepared resumes. After the interviews, the groups were assigned to make a position selection and justify their decision. Interns reported a high degree of satisfaction with this assignment, indicating the scenario broadened their view of the hiring process, emphasized the importance of interviewing skills and resume development as they prepare for future positions. It also provided interns, many for the first time, to be on the side of decision making and selection of employees. This model builds on the didactic course work in development of management skills in human resources.
Learning Outcome: To increase preschoolers’ awareness of fruits using unique pedagogical strategies that promote learning through the “play” approach. Background: Early childhood represents an opportunity for nutrition education, especially for children from economically disadvantaged families not meeting fruit and vegetable recommendations. Objectives: To engage preschool children using sensory activities to promote fruit (bananas, pears and oranges and tomato) consumption. Methods: Lessons focused on fruit in different forms and in conjunction with other food groups. Each of the Early Childhood Fruit Exposure (ECFE) lessons included sensory activities such as songs (“Wonderball”-themed), mystery boxes and crafts. The ECFE program culminated with a fruit tree-themed mural activity. Teachers and parents were provided with resources and activities for concept reinforcement. Program evaluation included teacher and parent feedback per lesson using a 5-point satisfaction scale. Results: Sixty students attending four preschool classrooms participated in this four-week program. Teacher feedback was positive for the “play” teaching approach. Favorite activities for preschoolers and teachers were tomato planting, yogurt-in-fruit tastings and sponge-painting. Teachers suggested a literature component to strengthen learning outcomes and voiced a desire for introducing less-familiar fruits (ex. grapefruit, kiwi) and vegetables. Specialized training and recruitment of undergraduate students working with preschoolers was an identified need. Conclusion: ECFE created an exciting learning environment for children. Nutrition students gained fieldwork experience promoting fruit and vegetable consumption among children from limited-income rural families. Assessing nutrition education needs in under-served communities is recommended for program success. Children in this program may benefit from the introduction of unfamiliar foods.
Funding Disclosure: None
Funding Disclosure: None
Key Teaching Strategies for Implementing the Nutrition Care Process among Dietitians within a Large Pediatric Hospital Setting
Developing a WIC Nutrition Assessment Competency Model for an Online Self-Evaluation Tool
Author(s): S. Tarrant, J. C. Kinne, V. Ludlow; GI/Nutrition, Children’s Hospital Boston, Boston, MA Learning Outcome: To develop teaching strategies that will result in 100% compliance of the NCP among dietitians. A committee of seven dietitians was appointed by the Clinical Nutrition Director to guide the transition to Nutrition Care Process (NCP) documentation language. Hospital staff consisted of 14 inpatient and 26 outpatient Registered Dietitians, both full-time and part-time, representing 18 specialty practice areas in satellite and main campus locations. The committee introduced each step of NCP to the staff in the following order: Diagnosis, Intervention, Monitoring/Evaluation, and Assessment, requiring staff to practice each step before moving onto the next. Observed barriers to change included resistance to adopting a new method of documentation and adapting standardized language to pediatrics. Teaching strategies used to overcome barriers included small group (4-6 dietitians) monthly sessions with an NCP committee member, creation of reference sheets of frequently used nutrition diagnoses by clinical specialty, NCP documentation templates, monthly NCP case presentations, and participation in American Dietetic Association (ADA) teleseminars. All dietitians received NCP Pocket Guides and access to the ADA reference manual. Three clinical notes per dietitian were informally audited by the committee after each stage was mastered and two notes were formally audited 6 months after full implementation. The results of the formal audit revealed more than 80% of staff used standardized language correctly. Outpatient, full-time dietitians had the highest compliance at 95% and outpatient, part-time dietitians had the lowest compliance at 59%. Hospitals transitioning to NCP should anticipate barriers to change and use peer support, group discussion, and written materials to encourage adoption of standardized language and tailoring the language to pediatrics. Funding Disclosure: None
Author(s): B. Dobson,1 D. Gentsch,2 T. Uden-Holman3; J. Lange1; 1 Iowa Department of Public Health, Des Moines, IA, 2Institute for Public Health Practice, University of Iowa College of Public Health, Iowa City, IA, 3Department of Health Management and Policy, University of Iowa College of Public Health, Iowa City, IA Learning Outcome: Describe the development and validation of an online WIC nutrition assessment competency model. Federal policy guidance - Value Enhanced Nutrition Assessment (VENA) in WIC: The First Step in Quality Nutrition Services introduced essential staff competencies for WIC nutrition assessment in 2006. This project developed and validated a competency model and online self-evaluation tool for potential use by WIC staff across the nation. Competency Work Group 1 (CWG1) included six local agency staff and one state agency dietitian (all from Iowa). This group drafted competency statements based on the policy guidance at novice, proficient, and expert levels to accommodate the needs and level of understanding of new staff and experienced staff. CWG1 completed four rounds of review of the statements via conference calls and online surveys. The model was then passed on to Competency Work Group 2 (CWG2) comprised of two Iowa local agency staff, one Iowa state agency dietitian, four state agency WIC dietitians from other states, and one USDA regional nutritionist. CWG2 reviewed the model using six online surveys and four conference calls. The model was returned to CWG1 to respond to CWG2’s suggestions. The model was reviewed one more time by everyone, then placed into the learning management system as a self-evaluation tool for pilot testing by 19 local agency staff and one state agency dietitian (all from Iowa). Final revisions were made based on the pilot test and the model was released for general access. Aggregate results from online self-assessments have been used to identify topics for new online courses, enhance ongoing training, and plan future training. Funding Disclosure: Funded in part from the U.S. Department of Agriculture, Food and Nutrition Service as a WIC Special Project Grant
Journal of the AMERICAN DIETETIC ASSOCIATION / A-63