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Teaching Management and Research Competencies in Dietetic Education through Student Participation in Research
MONDAY, OCTOBER 21
Poster Session: Food/Nutrition Science; Education; Management; Food Services/Culinary; Research Modeling of Key Weight-Related Behaviors by Parents of 2-to 5-Year-Old Children Author(s): J. Martin-Biggers1, N. Hongu2, J. Worobey1, C. Byrd-Bredbenner1; 1 Nutritional Sciences, Rutgers, The State Univ. of New Jersey, New Brunswick, NJ, 2Nutritional Sciences, The Univ. of Arizona, Tucson, AZ Learning Outcome: To describe how parents of young children model weightrelated behaviors and explore their beliefs about themselves as role models. Social Cognitive Theory posits that observation of behaviors that important others (e.g., parents) model is an important method of learning behaviors. Few studies have examined behaviors that parents model as they pertain to childhood obesity. Thus, this study examined modeling of key weight-related behaviors, via survey (n¼138) and focus groups (n¼75), of parents of 2- to 5-year-old children. The average number of days each week that parents reported having family meals, breakfast, sugar-sweetened beverages, at least 2 different fruits, and at least 2 different vegetables were 6.5+3.8SD, 5.5+2.2SD, 2.7+2.5SD, 5.2+1.8SD, and 4.6+2.0SD, respectively. On 4.2+2.2SD days/week, parents indicated they played with their children hard enough for them both to sweat or breathe heavily. No significant differences in these key dietary and physical activity behaviors occurred between Spanish (n¼51) and English (n¼86) speakers. Those with at least a baccalaureate degree (n¼42) tended to eat at least 2 different fruits, have sugar-sweetened drinks, and play hard with kids significantly (p<0.05) less often than parents with less education. Those with the least education had family meals significantly less often. Younger parents (i.e.,<32 years; n¼68) played hard with kids significantly more often than older parents. In focus groups, most parents indicated they believed they were important role models and influencers of their children's positive and negative behaviors. Parents reported a common barrier to positive role modeling was sabotage by family members or friends. Results indicate that parents could benefit from childhood-obesity prevention interventions that help them learn healthy modeling behaviors and overcome sabotage attempts.
Celiac Disease Diagnosis: A Study to Facilitate Diagnosis through the Identification of Diagnostic Indicators and Training Need by Health Profession Author(s): C. Banach1, C. Baumgart1, E. Weiss1, J. Davie2; 1Dietetics, D'Youville Coll., Buffalo, NY, 2Math and Natural Sciences, D'Youville Coll., Buffalo, NY Learning Outcome: Participants should be able to recognize and utilize the celiac disease diagnostic indicators in clinical practice and also recognize and articulate the health professions that may benefit from additional celiac disease diagnostic training. The purpose of this qualitative study was to facilitate celiac disease (CD) diagnosis by identifying the common diagnostic indicators and healthcare professions that may benefit from additional training. A sample of 53 western New York residents with diagnosed CD was surveyed using a modified version of the Canadian Celiac Association's Health Survey. Frequency based results indicated mean and median pre-diagnosis symptom durations of 12.9 and 6 years (n¼53) among study participants. Diagnostic indicators with high prevalence percentages (>25%) were found in the gastrointestinal and urinary, blood, nervous system, musculoskeletal, reproductive, and other physical categories; several of which are associated with the “atypical” clinical presentation of CD. Training benefit was confirmed for 20 of the 23 healthcare professions consulted by study participants about their CD diagnostic indicators. In conclusion, 20 professions would benefit from additional CD diagnostic training in order to facilitate diagnosis. Funding Disclosure: None
Funding Disclosure: United States Department of Agriculture, National Institute of Food and Agriculture, Grant Number 2011-68001-30170
Farm to School Education Project: Innovative Partnership to Support Student Achievement of Core Knowledge and Competencies and Provide Service-Learning Opportunity through Farm to School Author(s): S. Robison1, A. Paxton-Aiken2, B. Marques1, E. Jackson2; 1Western Carolina University, Cullowhee, NC, 2Appalachian Sustainable Agriculture Project, Asheville, NC Learning Outcome: Describe a successful university and community organization partnership and integration of Farm to School learning activities into core knowledge and competencies for dietitians and into a service-learning opportunity for nutrition undergraduates. Children who participate in hands-on experiences, such as Farm to School, led by educators and health professionals trained in creating positive food environments and activities are more likely to develop tastes and attitudes that will positively impact their health. In 2011, Appalachian Sustainable Agriculture Project and Western Carolina University (WCU) embarked on a collaborative project to integrate Farm to School activities into the food service management practicum rotation of the Dietetic Internship (DI) and a Farm to School service-learning component into the undergraduate Nutrition and Dietetics (ND) program. The goal of the project was to teach DI and ND students how to incorporate hands-on learning with fresh, local foods into their future dietetic careers while meeting Didactic Program in Dietetics core knowledge requirements and DI competencies for the Accreditation Council for Education in Nutrition and Dietetics (ACEND). Through this project, a total of 44 WCU DI and ND students completed a comprehensive Farm to School training, four WCU DI students completed foodservice management and nutrition education competencies through Farm to School activities at their respective practicum sites, and 20 WCU ND students volunteered or completed service-learning requirements through Farm to School activities at an elementary school. Benefits included unique practicum placement for supervised practice hours, civic engagement, and meaningful application of didactic knowledge to nutrition education and food service management projects. Partnership formation, instructional design of learning activities aligned with ACEND competencies, implementation, challenges, and qualitative student feedback will be presented. This project was funded by the W.K. Kellogg Foundation. Funding Disclosure: W.K. Kellogg Foundation
A-50
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
Teaching Management and Research Competencies in Dietetic Education through Student Participation in Research Author: K.S. Kress; Nutrition & Dietetics, Saint Louis University, St. Louis, MO Learning Outcome: The participant will be able to identify opportunities for undergraduate student involvement in research planning that support dietetic student development in management and research knowledge requirements. Background: The Academy of Nutrition and Dietetics has long maintained a strong commitment to management and research in dietetic education. All DPD programs must provide learning outcomes that meet foundation knowledge requirements in these areas. Most dietetic students, however, select the field of dietetics because of their passion for nutrition education, not management nor research. Numerous journal articles have described or reported negative interest in management positions among dietetic students and have reported that clinical dietitians participating in research is lacking. Method: As part of a dietetics management course, undergraduate students were assigned to faculty members involved in funded research or with those developing research plans. Each student was assigned projects within the research plan or planning process that involved a management function such as budgeting, costing, menu planning, quality assurance, or marketing. Each student was required to read the research proposal, and collect detailed information about the research plan in addition to the assigned activity. Each student presented to the class an overview of the research plan as well as the project they completed. Students reported a greater interest in both management and research as career choices after involvement in research. Conclusion: Involving undergraduate dietetic students in research planning that develops management competencies stimulates greater interest in both research and management careers. Funding Disclosure: None
September 2013 Suppl 3—Abstracts Volume 113 Number 9
Poster Session: Food/Nutrition Science; Education; Management; Food Services/Culinary; Research Modeling of Key Weight-Related Behaviors by Parents of 2-to 5-Year-Old Children Author(s): J. Martin-Biggers1, N. Hongu2, J. Worobey1, C. Byrd-Bredbenner1; 1 Nutritional Sciences, Rutgers, The State Univ. of New Jersey, New Brunswick, NJ, 2Nutritional Sciences, The Univ. of Arizona, Tucson, AZ Learning Outcome: To describe how parents of young children model weightrelated behaviors and explore their beliefs about themselves as role models. Social Cognitive Theory posits that observation of behaviors that important others (e.g., parents) model is an important method of learning behaviors. Few studies have examined behaviors that parents model as they pertain to childhood obesity. Thus, this study examined modeling of key weight-related behaviors, via survey (n¼138) and focus groups (n¼75), of parents of 2- to 5-year-old children. The average number of days each week that parents reported having family meals, breakfast, sugar-sweetened beverages, at least 2 different fruits, and at least 2 different vegetables were 6.5+3.8SD, 5.5+2.2SD, 2.7+2.5SD, 5.2+1.8SD, and 4.6+2.0SD, respectively. On 4.2+2.2SD days/week, parents indicated they played with their children hard enough for them both to sweat or breathe heavily. No significant differences in these key dietary and physical activity behaviors occurred between Spanish (n¼51) and English (n¼86) speakers. Those with at least a baccalaureate degree (n¼42) tended to eat at least 2 different fruits, have sugar-sweetened drinks, and play hard with kids significantly (p<0.05) less often than parents with less education. Those with the least education had family meals significantly less often. Younger parents (i.e.,<32 years; n¼68) played hard with kids significantly more often than older parents. In focus groups, most parents indicated they believed they were important role models and influencers of their children's positive and negative behaviors. Parents reported a common barrier to positive role modeling was sabotage by family members or friends. Results indicate that parents could benefit from childhood-obesity prevention interventions that help them learn healthy modeling behaviors and overcome sabotage attempts.
Celiac Disease Diagnosis: A Study to Facilitate Diagnosis through the Identification of Diagnostic Indicators and Training Need by Health Profession Author(s): C. Banach1, C. Baumgart1, E. Weiss1, J. Davie2; 1Dietetics, D'Youville Coll., Buffalo, NY, 2Math and Natural Sciences, D'Youville Coll., Buffalo, NY Learning Outcome: Participants should be able to recognize and utilize the celiac disease diagnostic indicators in clinical practice and also recognize and articulate the health professions that may benefit from additional celiac disease diagnostic training. The purpose of this qualitative study was to facilitate celiac disease (CD) diagnosis by identifying the common diagnostic indicators and healthcare professions that may benefit from additional training. A sample of 53 western New York residents with diagnosed CD was surveyed using a modified version of the Canadian Celiac Association's Health Survey. Frequency based results indicated mean and median pre-diagnosis symptom durations of 12.9 and 6 years (n¼53) among study participants. Diagnostic indicators with high prevalence percentages (>25%) were found in the gastrointestinal and urinary, blood, nervous system, musculoskeletal, reproductive, and other physical categories; several of which are associated with the “atypical” clinical presentation of CD. Training benefit was confirmed for 20 of the 23 healthcare professions consulted by study participants about their CD diagnostic indicators. In conclusion, 20 professions would benefit from additional CD diagnostic training in order to facilitate diagnosis. Funding Disclosure: None
Funding Disclosure: United States Department of Agriculture, National Institute of Food and Agriculture, Grant Number 2011-68001-30170
Farm to School Education Project: Innovative Partnership to Support Student Achievement of Core Knowledge and Competencies and Provide Service-Learning Opportunity through Farm to School Author(s): S. Robison1, A. Paxton-Aiken2, B. Marques1, E. Jackson2; 1Western Carolina University, Cullowhee, NC, 2Appalachian Sustainable Agriculture Project, Asheville, NC Learning Outcome: Describe a successful university and community organization partnership and integration of Farm to School learning activities into core knowledge and competencies for dietitians and into a service-learning opportunity for nutrition undergraduates. Children who participate in hands-on experiences, such as Farm to School, led by educators and health professionals trained in creating positive food environments and activities are more likely to develop tastes and attitudes that will positively impact their health. In 2011, Appalachian Sustainable Agriculture Project and Western Carolina University (WCU) embarked on a collaborative project to integrate Farm to School activities into the food service management practicum rotation of the Dietetic Internship (DI) and a Farm to School service-learning component into the undergraduate Nutrition and Dietetics (ND) program. The goal of the project was to teach DI and ND students how to incorporate hands-on learning with fresh, local foods into their future dietetic careers while meeting Didactic Program in Dietetics core knowledge requirements and DI competencies for the Accreditation Council for Education in Nutrition and Dietetics (ACEND). Through this project, a total of 44 WCU DI and ND students completed a comprehensive Farm to School training, four WCU DI students completed foodservice management and nutrition education competencies through Farm to School activities at their respective practicum sites, and 20 WCU ND students volunteered or completed service-learning requirements through Farm to School activities at an elementary school. Benefits included unique practicum placement for supervised practice hours, civic engagement, and meaningful application of didactic knowledge to nutrition education and food service management projects. Partnership formation, instructional design of learning activities aligned with ACEND competencies, implementation, challenges, and qualitative student feedback will be presented. This project was funded by the W.K. Kellogg Foundation. Funding Disclosure: W.K. Kellogg Foundation
A-50
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
Teaching Management and Research Competencies in Dietetic Education through Student Participation in Research Author: K.S. Kress; Nutrition & Dietetics, Saint Louis University, St. Louis, MO Learning Outcome: The participant will be able to identify opportunities for undergraduate student involvement in research planning that support dietetic student development in management and research knowledge requirements. Background: The Academy of Nutrition and Dietetics has long maintained a strong commitment to management and research in dietetic education. All DPD programs must provide learning outcomes that meet foundation knowledge requirements in these areas. Most dietetic students, however, select the field of dietetics because of their passion for nutrition education, not management nor research. Numerous journal articles have described or reported negative interest in management positions among dietetic students and have reported that clinical dietitians participating in research is lacking. Method: As part of a dietetics management course, undergraduate students were assigned to faculty members involved in funded research or with those developing research plans. Each student was assigned projects within the research plan or planning process that involved a management function such as budgeting, costing, menu planning, quality assurance, or marketing. Each student was required to read the research proposal, and collect detailed information about the research plan in addition to the assigned activity. Each student presented to the class an overview of the research plan as well as the project they completed. Students reported a greater interest in both management and research as career choices after involvement in research. Conclusion: Involving undergraduate dietetic students in research planning that develops management competencies stimulates greater interest in both research and management careers. Funding Disclosure: None
September 2013 Suppl 3—Abstracts Volume 113 Number 9