- Email: [email protected]
The use of computer applications in dietetic internships
WEDNESDAY, OCTOBER 27 POSTER SESSION: DIETETIC EDUCATION THE USE OF COMPUTER APPLICATIONS IN DIETETIC INTERNSHIPS. A.C. Buehrle, RD, Department of Nutrition Services, Baylor University Medical Center, Dallas, TX Computer applications are currently being utilized to some degree in dietetic education programs. The purpose of this study was: * to identify to what extent computers are used in dietetic internship (DI) programs. * to determine the most common barriers encountered while incorporating computer use into DIs. Validated questionnaires were mailed to the directors of the 94 accredited DI programs. Responses were received from 55 DI programs, representing a 68% response rate. Data analysis indicated 86% of the DI programs incorporate the use of a computerized foodservice management/nutrition system; interns in 62% of DIs use the computer system at least once a week. Areas of utilization for computer applications include recipe and menu management. The most frequently reported computer applications for clinical dietetics were: (1) tracking patient information, (2) performing calorie counts, and (3) computing nutritional analysis. Of the Dis with computerized systems, 86% encountered barriers while incorporating the use of the system into the program. Financial constraints (with hardware and software) and inaccessibility were the most common barriers reported. Training of the interns also presented a problem, due either to a lack of knowledge on the part of the staff, a lack of knowledge on the part of the interns, or "getting the computer 'literates' to talk to the computer 'illiterates'." Once barriers were identified, directors indicated what changes, if any, were planned regarding the amount of exposure/training of computers within Dis. Increasing access to computers for the interns was a top priority given by directors. Developing a rotation or structured training session, with the possible inclusion of computer-aided instruction modules, also ranked high as a possible solution to the computer-use dilemma. Results of this study indicate that the majority of DI programs are utilizing computerized foodservice/nutrition systems, but most are impeded by common roadblocks during the process. Proposed changes to more fully employ computer technology in dietetic education were conveyed, with the intention of continuing the progressive development of the future dietitian.
DESIGNING AND IMPLEMENTING A DIETETIC INTERNSHIP - THE GEISINGER EXPERIENCE. K.A. Burk-Shull, MEd, RD, J. L. Ometer, MS, RD and C. M. Brylinsky, MS, RD, CNSD, Geisinger Medical Center, Danville, PA Designing a supervised practice program can be an intimidating task. However, resource utilization, research, and organization help make the process manageable. Geisinger Medical Center (GMC) formally began the self-study process in November of 1990. The following describes how GMC established a dietetic internship. The process began with the commitment of .75 FTE toward self-study development. This individual, the internship director, researched current availability of supervised practice programs and the ADA self-study procedure. After confirming the need for additional programs and learning the accreditation process, the internship director met with staff members to discuss the various options. Once the internship proposal was developed, itwas presented to administration and approved with minimal changes. Then, a multi-disciplinary curriculum committee was established including a physician, public health nurse, nursing school director, dietetic graduate/potential intern and four dietitians. This committee wrote the program mission, goals and intern competencies. These were subsequently reviewed by two experienced dietetic educators from outside the facility. After incorporation of their suggestions, the competencies were assigned to rotations. The internship director and staff members developed learning activities and evaluation strategies corresponding with these competencies. Various resources were consulted in developing policies, procedures, recruitment materials and budgets. Consulted resources include the GMC human resource department, allied health school directors, finance department, public affairs staff, and department professional staff. The resulting self-study was submitted in December 1991, and the program received developmental accreditation inApril 1992. Keys to the success of this endeavor were: commitment of .75 FTE to self-study development and consultation with experts within and outside the facility and field.
COST/BENEFIT ANALYSIS OF A DIETETIC INTERNSHIP PROGRAM. T.J.Bush-Zurn, MA,RD, and L.C.Delaney, MBA, Dietetic Internship Program, Glendale Memorial Hospital and Health Center, Glendale, CA The purpose of this study was to determine the direct and in-direct benefits and costs of the Glendale Memorial Hospital and Health Center Dietetic Internship Program. A secondary objective was to modify the dietetic internship program to ensure no net cost to the hospital within two years. In June, 1992 a listing of tangible and intangible benefits and expenses of the 1992 graduating class were identified by the educators and interns. Only those intern assignments which represented necessary and productive work to the food service department were included. The amount of time it would take an experienced staff member to complete that task was used to calculate the value. The clinical staff gave estimates of the productive work for each clinical rotation based on their experience with the program. Intern hours were valued at dietetic technician salary. The results showed the net cost to the hospital for the 1991-1992 class was $9,700.00. The greatest cost was that of the Internship Director. Identified methods to control costs for the 1992-1993 program years included: 1. reduce intern director time by 4 hours per week, 2. increase 1993 application fee to more closely match the processing cost to the department, 3. increase 1992 and 1993 registration fees and 4. increase 1993/1994 class size from 3 to 4 interns. With the above changes, we cut the hospital cost for the Dietetic Internship Program in half, showing a net loss of $4800.00. In 1994/1995, with a 20% increase in Internship Director time and a class of six interns our program will break even.
SKILLS. KNOWLEDGE. AND EDUCATIONAL PREPARATION OF ENTRYLEVEL DIETITIANS IN PRIVATE PRACTICE. U.N. Ejibe and D.D. Canter. PhD, RD, Dept of Hotel. Restaurant, Institution Management and Dietetics. Kansas State University. Manhattan, KS The purposes of this study were to determine the managerial skills and knowledge needed for dietitians in consultation/private practice and to ascertain the adequacy of entry-level educational preparation for dietitians practicing in this area. The research sample was drawn from the ADA membership database of dietitians who indicated consultation/private practice as their primary area of practice. A total of 770 dietitians were randomly selected as subjects for the study. A questionnaire was developed to identify skills/knowledge needed for dietitians in consultation/private practice assess adequacy of educational preparation, and collect demographic and personality information. The validated questionnaire was mailed to 770 dietitians with 270 usable questionnaires returned (35%). Dietitians from 49 states responded to the survey. Returns were received from 136 dietitians with less than 5 years experience and 134 dietitians with greater than 5 years of experience in consultation/private practice. Because of the balance of these responses, these two groups were used as a basis for statistical analysis. Twenty-nine (10.7%) indicated that consultation/private practice was their first position in dietetics. Dietitians were asked to rate 48 managerial skills/knowledge statements on two scales: importance to their current practice and adequacy of educational preparation. Skills/knowledge rated as extremely important both by groups included listening skills: honesty. integrity and fairness on the job; counseling skills; maintenance of confidentiality of information; interpretation of information without personal bias: public speaking: networking; problem solving techniques; and understanding conflict of interest. Comments regarding educational preparation indicated that most respondents believed they were well prepared for positions in traditional areas of dietetic practice. However, most acquired the skills/knowledge used in consultation/private practice through work experience, workshops, seminars, and by networking with peers. Rated as inadequate in educational preparation were such competencies as developing marketing plans; monitoring financial performance, and negotiating contracts. More experienced dietitians indicated that computer applications and other competencies related to small business operation were either inadequate or not taught in their educational programs. Results of the personality descriptors revealed that consultants/private practitioners view themselves as goal-oriented. self-confident. flexible. independent and assertive. Results of this study can be used for undergraduate dietetic curriculum development and for planning continuing education for dietitians who wish to pursue employment in consultation/private practice. Mentoring networks between current consultants/ private practitioners need to be established with dietetic education programs.
A-80 / SEPTEMBER 1993 SUPPLEMENT VOLUME 93 NUMBER 9
DESIGNING AND IMPLEMENTING A DIETETIC INTERNSHIP - THE GEISINGER EXPERIENCE. K.A. Burk-Shull, MEd, RD, J. L. Ometer, MS, RD and C. M. Brylinsky, MS, RD, CNSD, Geisinger Medical Center, Danville, PA Designing a supervised practice program can be an intimidating task. However, resource utilization, research, and organization help make the process manageable. Geisinger Medical Center (GMC) formally began the self-study process in November of 1990. The following describes how GMC established a dietetic internship. The process began with the commitment of .75 FTE toward self-study development. This individual, the internship director, researched current availability of supervised practice programs and the ADA self-study procedure. After confirming the need for additional programs and learning the accreditation process, the internship director met with staff members to discuss the various options. Once the internship proposal was developed, itwas presented to administration and approved with minimal changes. Then, a multi-disciplinary curriculum committee was established including a physician, public health nurse, nursing school director, dietetic graduate/potential intern and four dietitians. This committee wrote the program mission, goals and intern competencies. These were subsequently reviewed by two experienced dietetic educators from outside the facility. After incorporation of their suggestions, the competencies were assigned to rotations. The internship director and staff members developed learning activities and evaluation strategies corresponding with these competencies. Various resources were consulted in developing policies, procedures, recruitment materials and budgets. Consulted resources include the GMC human resource department, allied health school directors, finance department, public affairs staff, and department professional staff. The resulting self-study was submitted in December 1991, and the program received developmental accreditation inApril 1992. Keys to the success of this endeavor were: commitment of .75 FTE to self-study development and consultation with experts within and outside the facility and field.
COST/BENEFIT ANALYSIS OF A DIETETIC INTERNSHIP PROGRAM. T.J.Bush-Zurn, MA,RD, and L.C.Delaney, MBA, Dietetic Internship Program, Glendale Memorial Hospital and Health Center, Glendale, CA The purpose of this study was to determine the direct and in-direct benefits and costs of the Glendale Memorial Hospital and Health Center Dietetic Internship Program. A secondary objective was to modify the dietetic internship program to ensure no net cost to the hospital within two years. In June, 1992 a listing of tangible and intangible benefits and expenses of the 1992 graduating class were identified by the educators and interns. Only those intern assignments which represented necessary and productive work to the food service department were included. The amount of time it would take an experienced staff member to complete that task was used to calculate the value. The clinical staff gave estimates of the productive work for each clinical rotation based on their experience with the program. Intern hours were valued at dietetic technician salary. The results showed the net cost to the hospital for the 1991-1992 class was $9,700.00. The greatest cost was that of the Internship Director. Identified methods to control costs for the 1992-1993 program years included: 1. reduce intern director time by 4 hours per week, 2. increase 1993 application fee to more closely match the processing cost to the department, 3. increase 1992 and 1993 registration fees and 4. increase 1993/1994 class size from 3 to 4 interns. With the above changes, we cut the hospital cost for the Dietetic Internship Program in half, showing a net loss of $4800.00. In 1994/1995, with a 20% increase in Internship Director time and a class of six interns our program will break even.
SKILLS. KNOWLEDGE. AND EDUCATIONAL PREPARATION OF ENTRYLEVEL DIETITIANS IN PRIVATE PRACTICE. U.N. Ejibe and D.D. Canter. PhD, RD, Dept of Hotel. Restaurant, Institution Management and Dietetics. Kansas State University. Manhattan, KS The purposes of this study were to determine the managerial skills and knowledge needed for dietitians in consultation/private practice and to ascertain the adequacy of entry-level educational preparation for dietitians practicing in this area. The research sample was drawn from the ADA membership database of dietitians who indicated consultation/private practice as their primary area of practice. A total of 770 dietitians were randomly selected as subjects for the study. A questionnaire was developed to identify skills/knowledge needed for dietitians in consultation/private practice assess adequacy of educational preparation, and collect demographic and personality information. The validated questionnaire was mailed to 770 dietitians with 270 usable questionnaires returned (35%). Dietitians from 49 states responded to the survey. Returns were received from 136 dietitians with less than 5 years experience and 134 dietitians with greater than 5 years of experience in consultation/private practice. Because of the balance of these responses, these two groups were used as a basis for statistical analysis. Twenty-nine (10.7%) indicated that consultation/private practice was their first position in dietetics. Dietitians were asked to rate 48 managerial skills/knowledge statements on two scales: importance to their current practice and adequacy of educational preparation. Skills/knowledge rated as extremely important both by groups included listening skills: honesty. integrity and fairness on the job; counseling skills; maintenance of confidentiality of information; interpretation of information without personal bias: public speaking: networking; problem solving techniques; and understanding conflict of interest. Comments regarding educational preparation indicated that most respondents believed they were well prepared for positions in traditional areas of dietetic practice. However, most acquired the skills/knowledge used in consultation/private practice through work experience, workshops, seminars, and by networking with peers. Rated as inadequate in educational preparation were such competencies as developing marketing plans; monitoring financial performance, and negotiating contracts. More experienced dietitians indicated that computer applications and other competencies related to small business operation were either inadequate or not taught in their educational programs. Results of the personality descriptors revealed that consultants/private practitioners view themselves as goal-oriented. self-confident. flexible. independent and assertive. Results of this study can be used for undergraduate dietetic curriculum development and for planning continuing education for dietitians who wish to pursue employment in consultation/private practice. Mentoring networks between current consultants/ private practitioners need to be established with dietetic education programs.
A-80 / SEPTEMBER 1993 SUPPLEMENT VOLUME 93 NUMBER 9