- Email: [email protected]
Validating Generalist and Advanced Indicator Statements in the 2007 Standards of Professional Performance for Registered Dietitians in Nutrition Support
SUNDAY, OCTOBER 7
Poster Session: Professional Skills; Nutrition Assessment; Medical Nutrition Therapy An Investigation of Current Practices in Management Rotations in Dietetic Internships Author(s): E. K. Vaterlaus, N. K. Nyland; Nutrition, Dietetics, and Food Science, Brigham Young Univ., Provo, UT Learning Outcome: Participants will describe barriers to meaningful management rotations in dietetic internships. Background: Leadership and management skills are critical to moving the dietetics profession forward; acquisition of those skills begins in the Dietetic Internship (DI). This study examined DI program components related to higher mean scores on the Foodservice and Management domain of the Registration Examination for Dietitians and compared Program Director and Preceptor perceptions of management rotation structure. Methods: All 242 DI Program Directors (excluding sponsoring institution) received a 47item electronic questionnaire. Directors provided contact information for up to three DI management rotation primary preceptors. Preceptors received a 35-item electronic questionnaire regarding their perception of interns’ management skill development. Analyses included Stepwise regression, Fisher’s Exact test, Pearson’s correlation, and Chi-squared. Results: 125 Program Directors (51%) and 63 of 100 preceptors (63%) responded. Greater time spent working with front-line staff rather than upper management levels was associated with lower Foodservice and Management domain scores on the RD Examination, but program emphasis/concentration and length of time in management rotations were not related. Directors and Preceptors have similar perceptions of most aspects of management rotations, but they perceive barriers to management experiences differently. More Preceptors than Directors felt sensitive issues like budget and personnel, students’ attitude and knowledge base, and inadequate time frame interfered with “appropriate exposure to practical management” (p ⬍ 0.01). Conclusion: Structuring management rotations to spend more time working at upper levels of management and addressing preceptors’ perceptions of barriers to meaningful experiences should increase the effectiveness of management skill acquisition and attitudes toward management among interns.
Validating Generalist and Advanced Indicator Statements in the 2007 Standards of Professional Performance for Registered Dietitians in Nutrition Support Author(s): T. Stang, S. J. Peterson, D. C. Sowa, M. Gregoire, L. Lafferty, Y. Chen; Clinical Nutrition, Rush Univ. Med. Ctr., Chicago, IL Learning Outcome: Upon completion of reading this abstract, the participant will gain a better insight as to what may define advanced level practice in nutrition support. Background: The objective of this project was to validate some generalist and advance practice indicator statements from the 2007 Standards of Professional Performance (SOPP) for Registered Dietitians (RD) in nutrition support. Methodology: An electronic questionnaire was developed to ascertain demographic/professional characteristics and performance of 11 general and 13 advanced indicator statements from the 2007 SOPP for RDs in nutrition support. Entry-level RDs with three or less years of experience (n⫽11,807) and members of the Dietitians in Nutrition Support Dietetic Practice Group (n⫽3,381) were invited to complete the questionnaire, if currently working in nutrition support. Chi-square analysis compared performance of indicator statements between general (less than three years experience) and advanced practitioners (based upon certification, professional roles, experience, and nutrition support team presence). Results: The questionnaire was completed by 1,859 participants (16% response rate). More than half of all RDs performed generalist statements, however RDs with a certification and/or six or more professional roles were more likely to perform most generalist statements (P⬍.05). Less than half of all respondents performed the advance level statements and RDs with a certification, six or more professional roles, advanced degree, eight or more years of experience and member of a nutrition support team being significantly (P⬍.05) more likely to perform advanced indicator statements. Conclusions: Dietitians with varying skill level are working in nutrition support. Dietitians on a nutrition support team with a certification, six or more professional roles, an advanced degree, eight of more years of experience are more likely to perform advanced indicator statements.
Funding Disclosure: None. Funding Disclosure: None.
An Interprofessional Educational Forum Improves Allied Health Students' Interprofessional Collaboration and Teamwork Author(s): D. Head,1 C. Lairamore,2 L. George,2 K. McCullough,2 M. Shock2; 1 Family and Consumer Sciences, Univ. of Central Arkansas, Conway, AR, 2Univ. of Central Arkansas, Conway, AR Learning Outcome: The learner will understand the impact of an interprofessional experience on allied health students readiness, knowledge, and perceptions of working as a team members.
Incorporating Interprofessional Education into a Dietetics Curriculum Author(s): K. Eliot,1 I. Ruebling2; 1Nutrition and Dietetics, Saint Louis University, St Louis, MO, 2Interprofessional Education, Saint Louis University, St Louis, MO Learning Outcome: Participants will be able to identify benefits and challenges of incorporating interprofessional education concepts into a dietetics curriculum.
Conclusions: Inclusion of an IPE forum was an effective way to introduce students to other allied health disciplines, improve readiness for interprofessional learning, increase knowledge of other professions identity, improve cooperation between disciplines, and facilitate teamwork and collaboration.
The movement toward interprofessional education (IPE) is seen as a significant mechanism for preparing individuals for collaborative teamwork in the healthcare environment and holds promise for the achievement of optimal patient outcomes. A challenge facing healthcare educators is identifying methods for preparing students for collaborative teamwork. In response, Saint Louis University developed an 11-credit hour IPE curriculum offered across nine healthcare professions. After thorough evaluation by faculty from the Department of Nutrition and Dietetics, IPE courses were incorporated into the DPD curriculum in lieu of a course with similar content, as an elective, or as additional hours to the curriculum. Feedback from alumni and dietetic internship directors indicate that our students are uniquely prepared for practice in a variety of settings. Skills attributed to the IPE curriculum include excellent communication, knowledge of healthcare systems and development of judgments respectful of the inherent dignity and worth of individuals. Additionally, the Department enjoys collegiality with faculty from other healthcare professions, resulting in collaborative presentations and publications. The DPD program continues to brainstorm ways to improve upon challenges presented by the incorporation of the IPE curriculum. Specifically, the Department is seeking ways to integrate IPE concepts into other courses and experiences such as clinical practicum and study abroad opportunities. Dietetics educators should respond to the need to prepare students to work collaboratively in health care teams. The incorporation of IPE coursework is challenging, yet beneficial for students and faculty.
Funding Disclosure: None.
Funding Disclosure: None.
Background: Interprofessional education (IPE) focusing on patient centered care is an emerging trend in health care education. Currently the evidence to support the efficacy of IPE is lacking. This study examined the impact of an IPE experience on allied health student readiness, knowledge, and perceptions of working as a team member. Methods: The Readiness for Interprofessional Learning Scale (RIPLS) was used to survey 193 students before and after the interdisciplinary forum. Results: Data were analyzed using nonparametric statistics with statistically significant differences of ⬍.005 for all groups. There was a significant increase in RIPLS total scores, subscale 1) Teamwork and collaboration, and subscale 2) Professional identity when comparing pre and post scores for all groups. There was a significant difference between the disciplines RIPLS scores prior to participating in the interprofessional forum however after participating this difference was nonexistent. Specific to the dietetics students, there was a significant difference at the ⬍.05 level for 1) Teamwork and collaboration, and subscale 2) Professional identity when comparing pre and post scores.
September 2012 Suppl 3—Abstracts Volume 112 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-17
Poster Session: Professional Skills; Nutrition Assessment; Medical Nutrition Therapy An Investigation of Current Practices in Management Rotations in Dietetic Internships Author(s): E. K. Vaterlaus, N. K. Nyland; Nutrition, Dietetics, and Food Science, Brigham Young Univ., Provo, UT Learning Outcome: Participants will describe barriers to meaningful management rotations in dietetic internships. Background: Leadership and management skills are critical to moving the dietetics profession forward; acquisition of those skills begins in the Dietetic Internship (DI). This study examined DI program components related to higher mean scores on the Foodservice and Management domain of the Registration Examination for Dietitians and compared Program Director and Preceptor perceptions of management rotation structure. Methods: All 242 DI Program Directors (excluding sponsoring institution) received a 47item electronic questionnaire. Directors provided contact information for up to three DI management rotation primary preceptors. Preceptors received a 35-item electronic questionnaire regarding their perception of interns’ management skill development. Analyses included Stepwise regression, Fisher’s Exact test, Pearson’s correlation, and Chi-squared. Results: 125 Program Directors (51%) and 63 of 100 preceptors (63%) responded. Greater time spent working with front-line staff rather than upper management levels was associated with lower Foodservice and Management domain scores on the RD Examination, but program emphasis/concentration and length of time in management rotations were not related. Directors and Preceptors have similar perceptions of most aspects of management rotations, but they perceive barriers to management experiences differently. More Preceptors than Directors felt sensitive issues like budget and personnel, students’ attitude and knowledge base, and inadequate time frame interfered with “appropriate exposure to practical management” (p ⬍ 0.01). Conclusion: Structuring management rotations to spend more time working at upper levels of management and addressing preceptors’ perceptions of barriers to meaningful experiences should increase the effectiveness of management skill acquisition and attitudes toward management among interns.
Validating Generalist and Advanced Indicator Statements in the 2007 Standards of Professional Performance for Registered Dietitians in Nutrition Support Author(s): T. Stang, S. J. Peterson, D. C. Sowa, M. Gregoire, L. Lafferty, Y. Chen; Clinical Nutrition, Rush Univ. Med. Ctr., Chicago, IL Learning Outcome: Upon completion of reading this abstract, the participant will gain a better insight as to what may define advanced level practice in nutrition support. Background: The objective of this project was to validate some generalist and advance practice indicator statements from the 2007 Standards of Professional Performance (SOPP) for Registered Dietitians (RD) in nutrition support. Methodology: An electronic questionnaire was developed to ascertain demographic/professional characteristics and performance of 11 general and 13 advanced indicator statements from the 2007 SOPP for RDs in nutrition support. Entry-level RDs with three or less years of experience (n⫽11,807) and members of the Dietitians in Nutrition Support Dietetic Practice Group (n⫽3,381) were invited to complete the questionnaire, if currently working in nutrition support. Chi-square analysis compared performance of indicator statements between general (less than three years experience) and advanced practitioners (based upon certification, professional roles, experience, and nutrition support team presence). Results: The questionnaire was completed by 1,859 participants (16% response rate). More than half of all RDs performed generalist statements, however RDs with a certification and/or six or more professional roles were more likely to perform most generalist statements (P⬍.05). Less than half of all respondents performed the advance level statements and RDs with a certification, six or more professional roles, advanced degree, eight or more years of experience and member of a nutrition support team being significantly (P⬍.05) more likely to perform advanced indicator statements. Conclusions: Dietitians with varying skill level are working in nutrition support. Dietitians on a nutrition support team with a certification, six or more professional roles, an advanced degree, eight of more years of experience are more likely to perform advanced indicator statements.
Funding Disclosure: None. Funding Disclosure: None.
An Interprofessional Educational Forum Improves Allied Health Students' Interprofessional Collaboration and Teamwork Author(s): D. Head,1 C. Lairamore,2 L. George,2 K. McCullough,2 M. Shock2; 1 Family and Consumer Sciences, Univ. of Central Arkansas, Conway, AR, 2Univ. of Central Arkansas, Conway, AR Learning Outcome: The learner will understand the impact of an interprofessional experience on allied health students readiness, knowledge, and perceptions of working as a team members.
Incorporating Interprofessional Education into a Dietetics Curriculum Author(s): K. Eliot,1 I. Ruebling2; 1Nutrition and Dietetics, Saint Louis University, St Louis, MO, 2Interprofessional Education, Saint Louis University, St Louis, MO Learning Outcome: Participants will be able to identify benefits and challenges of incorporating interprofessional education concepts into a dietetics curriculum.
Conclusions: Inclusion of an IPE forum was an effective way to introduce students to other allied health disciplines, improve readiness for interprofessional learning, increase knowledge of other professions identity, improve cooperation between disciplines, and facilitate teamwork and collaboration.
The movement toward interprofessional education (IPE) is seen as a significant mechanism for preparing individuals for collaborative teamwork in the healthcare environment and holds promise for the achievement of optimal patient outcomes. A challenge facing healthcare educators is identifying methods for preparing students for collaborative teamwork. In response, Saint Louis University developed an 11-credit hour IPE curriculum offered across nine healthcare professions. After thorough evaluation by faculty from the Department of Nutrition and Dietetics, IPE courses were incorporated into the DPD curriculum in lieu of a course with similar content, as an elective, or as additional hours to the curriculum. Feedback from alumni and dietetic internship directors indicate that our students are uniquely prepared for practice in a variety of settings. Skills attributed to the IPE curriculum include excellent communication, knowledge of healthcare systems and development of judgments respectful of the inherent dignity and worth of individuals. Additionally, the Department enjoys collegiality with faculty from other healthcare professions, resulting in collaborative presentations and publications. The DPD program continues to brainstorm ways to improve upon challenges presented by the incorporation of the IPE curriculum. Specifically, the Department is seeking ways to integrate IPE concepts into other courses and experiences such as clinical practicum and study abroad opportunities. Dietetics educators should respond to the need to prepare students to work collaboratively in health care teams. The incorporation of IPE coursework is challenging, yet beneficial for students and faculty.
Funding Disclosure: None.
Funding Disclosure: None.
Background: Interprofessional education (IPE) focusing on patient centered care is an emerging trend in health care education. Currently the evidence to support the efficacy of IPE is lacking. This study examined the impact of an IPE experience on allied health student readiness, knowledge, and perceptions of working as a team member. Methods: The Readiness for Interprofessional Learning Scale (RIPLS) was used to survey 193 students before and after the interdisciplinary forum. Results: Data were analyzed using nonparametric statistics with statistically significant differences of ⬍.005 for all groups. There was a significant increase in RIPLS total scores, subscale 1) Teamwork and collaboration, and subscale 2) Professional identity when comparing pre and post scores for all groups. There was a significant difference between the disciplines RIPLS scores prior to participating in the interprofessional forum however after participating this difference was nonexistent. Specific to the dietetics students, there was a significant difference at the ⬍.05 level for 1) Teamwork and collaboration, and subscale 2) Professional identity when comparing pre and post scores.
September 2012 Suppl 3—Abstracts Volume 112 Number 9
JOURNAL OF THE ACADEMY OF NUTRITION AND DIETETICS
A-17