Syllabus

Master of Science in Applied Nutrition

APN 731: Medical Nutrition Therapy Lab, Summer A, 2024

Credits - 1

Description

In the dietetics focus lab series, MSAN students in the dietetics focus will conduct Supervised Experiential Learning (SEL) hours. In the lab series, Faculty and Preceptors will assess competencies. Students will work to demonstrate professional skills and values in all interactions with their site preceptors, CPS faculty and staff, their peers and community members. Through reflective writing exercises, students will self-assess their skills, behaviors and attitudes. Topics such as clinical skills, communication skills, leadership and management skills, professionalism, conflict resolution, teamwork and integrity will be explored. Cases and real-world examples will be used to facilitate discussions. Students are responsible for working with the Assistant Director of the MSAN program/Director of the dietetics focus to arrange acceptable Preceptors and SEL sites before signing up for the course.

Materials

Learning Objectives and Outcomes

Supervised Experiential Learning

The Accreditation Council for Education in Nutrition and Dietetics (ACEND) released the Future Education Model Accreditation Standards for programs in nutrition and dietetics. These accreditation standards integrate didactic coursework with supervised experiential learning in a competency-based curriculum designed to prepare nutrition and dietetics practitioners for future practice.

Clinical Competencies: Future Education Model Graduate Degree Competencies and Performance Indicators

Unit 1: Foundational Knowledge: Applies foundational sciences to food and nutrition knowledge to meet the needs of individuals, groups, and organizations.

1.7 Integrates the principles of cultural competence within own practice and when directing services. 

• • 1.7.4 Identifies and implements strategies to address cultural biases and differences. (D)
  • 1.7.5 Applies culturally sensitive approaches and communication skills. (D)

1.11 Applies knowledge of medical terminology when communicating with individuals, groups and other health professionals. 

• • 1.11.1 Interprets and communicates medical terminology to non-health professional audiences. (D)
  • 1.11.2 Uses acceptable medical abbreviations and appropriate medical terminology in all forms of communication. (D)

1.13 Demonstrates computer skills and uses nutrition informatics in the decision making process. 

• • 1.13.3 Operates nutrition informatics systems in practice. (D)
  • 1.13.4 Uses electronic databases to obtain nutrition information and evaluate credible sources in decision making. (D)
  • 1.13.5 Uses technology and informatics skills proficiently to aggregate data and enhance practice and client/patient care. (D)

1.14 Integrates knowledge of nutrition and physical activity in the provision of nutrition care across the life cycle. 

• • 1.14.1 Evaluates, integrates and communicates nutritional requirements across the life cycle. (D)
  • 1.14.2 Identifies nutritional risk factors across the life cycle. (D)

Unit 2: Client/Patient Services: Applies and integrates client/patient-centered principles and competent nutrition and dietetics practice to ensure positive outcomes.

2.2 Selects, develops. and/or implements nutritional screening tools for individuals, groups or populations. 

• • 2.2.4 Prioritizes care based on results of screening considering complexity of care needs. (D)

2.3 Utilizes the nutrition care process with individuals, groups or populations in a variety of practice settings. 

• • 2.3.2 Interviews client/patient to collect subjective information considering the determinants of health. (D)
  • 2.3.4 Takes a food and nutrition related medical history. (D)
  • 2.3.5 Assesses physical activity and history of physical activity. (D)
  • 2.3.6 Collects, assesses and interprets anthropometric measures and body composition. (D)
  • 2.3.7 Orders, collects and interprets biochemical tests. (D)
  • 2.3.9 Identifies signs and symptoms of nutrient deficiencies or excesses. (D)
  • 2.3.10 Determines barriers that might influence a client/patient’s nutritional status. (D)
  • 2.3.11 Determines accuracy and currency of nutrition assessment data. (D)
  • 2.3.12 Identifies patient appropriate validated formula and performs calculations to determine nutritional requirements. (D)
  • 2.3.13 Analyzes and synthesizes nutrition assessment data to inform nutrition diagnosis(es) and nutritional plan of care. (D)
  • 2.3.14 Devises PES (problem, etiology and sign symptom) statement and outlines reasons for professional opinion cause and contributing factors. (D)
  • 2.3.15 Prioritizes the nutrition diagnosis(es). (D)
  • 2.3.17 Orders nutrition prescriptions to address nutritional goals. (D)
  • 2.3.18 Implements the nutrition plan of care or nutrition intervention with the client/patient and other team members. (D)
  • 2.3.19 Monitors and evaluates impact of nutrition intervention on the nutrition diagnosis. (D)
  • 2.3.20 Develops and applies nutrition care outcome indicators to measure nutrition intervention. (D)
  • 2.3.21 Assesses client/patient’s compliance with nutrition intervention. (D)
  • 2.3.23 Summarizes impact of nutrition interventions on client/patient’s nutrition outcomes, considering client/patient-centered care. (D)
  • 2.3.26 Documents all elements of the nutrition care process following professional standards and organizational policies. (D)

2.4 Implements or coordinates nutritional interventions for individuals, groups or populations. 

• • 2.4.1 Manages medical nutrition therapy for clients/patients. (D)
  • 2.4.2 Applies and integrates understanding of foundational sciences to manage medical nutrition therapy, diet and disease management. (D)
  • 2.4.3 Applies foundational science knowledge and medical nutrition therapy principles to establish, order, manage and evaluate the need for nutrition support when prescribing and administering nutritional oral, enteral and parenteral diets. (D)
  • 2.4.5 Refers/transfers care to relevant professionals when client/patient needs or required interventions are beyond personal competence or professional scope of practice. (D)
  • 2.4.6 Applies education theories, adult learning, pedagogy and education principles when developing, modifying, delivering or implementing education materials. (D)
  • 2.4.9 Develops and provides evidence-informed nutritional wellness and therapeutic diet education to variety of audiences. (D)
  • 2.4.10 Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience. (D)
  • 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (D)
  • 2.4.13 Assesses client/patient’s nutritional needs and appropriateness for the recommended counseling or therapy. (D)
  • 2.4.14 Applies counseling principles and evidence-informed practice when providing individual or group sessions. (D)
  • 2.4.15 Identifies the indications, contraindications, benefits, risks and limitations of the counseling or therapy. (D)
  • 2.4.18 Evaluates effectiveness of the counseling or therapy and makes modifications as required. (D)

Unit 6: Critical Thinking, Research, and Evidence-Informed Practice: Integrates evidence-informed practice, research principles, and critical thinking into practice.

6.1 Incorporates critical thinking skills in practice

• • 6.1.3 Engages in reflective practice to promote change and continuous learning

6.3 Applies current research and evidence-informed practice to services. 

• • 6.3.3 Integrates current research and evidence-informed practice findings into delivery of safe and effective nutrition care. (D)

Unit 7: Core Professional Behaviors: Demonstrates professional behaviors and effective communication in all nutrition and dietetics interactions.

7.1 Assumes professional responsibilities to provide safe, ethical and effective nutrition services.

• • 7.1.1 Demonstrates ethical behaviors in accordance to the professional Code of Ethics. (D)
  • 7.1.2 Engages in self-reflective practice activities to develop and maintain ongoing competence and professional behaviors. (D)
  • 7.1.3 Adheres to nutrition related legislation, regulations and standards of practice. (D)
  • 7.1.4 Applies client/patient-centered principles to all activities and services. (D)
  • 7.1.6 Practices in a manner that respects diversity and avoids prejudicial treatment. (D)

7.2 Uses effective communication, collaboration and advocacy skills. 

• • 7.2.1 Applies effective and ethical communication skills and techniques to achieve desired goals and outcomes. (D)
  • 7.2.2 Works with and facilitates intraprofessional and interprofessional collaboration and teamwork. (D)
  • 7.2.4 Selects mode of communication appropriate to the messaging to meet the needs of the audience. (D)

Professional Behavior Statement

Course Expectations

A student enrolled in the College of Professional Studies is expected to demonstrate professional behavior and conduct by:

• Behaving in a responsible, reliable, and dependable manner — e.g. to manage time well; be on time for assignments, meetings, and appointments; to plan ahead and to follow through with commitments; to cooperate with person(s) in charge of programs; and to take responsibility for absences or missed assignments.
• Demonstrating personal integrity, honesty, and self-discipline – e.g. to be consistent and truthful, to show appropriate personal control, to take on tasks that he/she can manage; to be honest in reports and self-evaluations.
• Projecting a professional image in manner, interpersonal relationships, and writings, including social media, that is consistent with the profession’s accepted contemporary standards.
• Recognizing his/her personal limitations and biases, whether they are intellectual, physical, or emotional; to strive to correct them (e.g. overcome negative behaviors such as procrastination); to learn to be a team member; to adapt to new situations; and to avoid discriminatory conduct or speech.
• Demonstrating the professional and emotional maturity to manage tensions and conflicts which occur among professional, personal, and family responsibilities. e.g. to meet with supposed antagonists to resolve misunderstandings; to get needed help from faculty, student support, tutors, learning assistance professionals, and other qualified persons; to show ability to prioritize appropriately one’s personal, professional, and academic expectations and activities; to accept decisions of persons of authority at the CPS and UNE as well as in the professional environment.
• Demonstrating the ability to exercise sound judgment and to function under pressure – e.g., to request help when needed and to avoid endangering others; to remain focused on the task at hand; to remember that as a student they represent CPS to the greater community at large.
• Demonstrating the ability to self-assess, to continually learn and to learn from mistakes and failures and to heed admonitions and warnings from faculty and administrators (or their staff representatives) of CPS and from preceptors – e.g. to be responsive to feedback and constructive criticism regarding professional behavior and attitude; and, to understand the seriousness of academic and disciplinary warnings.
• Demonstrating compassion and respect toward others – e.g., to be respectful of others; to work cooperatively with differences and diversity in personalities and in cultural backgrounds as well as with differences in social and economic status; and, to respect the privacy, confidentiality, and individual choice of others.
• Demonstrating respectful behavior at all times toward the faculty, staff, and students.
• Respecting individuals from diverse backgrounds as a part of a university education. Prejudices against individuals because of race, ethnic or cultural background, gender, disability, or other personal characteristics will not be tolerated.
• Displaying mature judgment and abiding by the reasonable decisions communicated by faculty and staff. Profane language or disrespectful behavior by students is unacceptable. Misunderstandings, changes in curricula, or mistakes in administrative aspects of the program will occur from time to time. Appropriate mechanisms exist to communicate student concerns about the operation of the college through the program administration, faculty members, and college administrators.
• These standards are taken very seriously and evaluated regularly. Failure to abide by these standards may result in academic warning, prescribed or proscribed actions, probation, or dismissal from the student’s program.

Assignments

In this course, you will be completing Supervised Experiential Learning (SEL) hours in a clinical setting. You will be interacting with professionals of many different disciplines, as well as meeting and interacting with patients and clients. Presenting as a professional student will be paramount to your success at all supervised experiential learning sites.

You will be responsible for completing site reflections, submitting a log of your SEL hours, and submitting your evaluation(s) of your preceptor(s) at the end of each SEL experience. You will also submit an overall course reflection for your ePortfolio at the end of the course.

SEL Site Reflections: For every 30 hours at each Supervised Experiential Learning site, you will submit a written reflection of your experiences and observations at your site placements. Reflections will be due in Week 3, 5 and 7.

Student Evaluation of Preceptors: As you complete your arranged SEL, you will submit an evaluation of each preceptor at each site. For each one completed, you will send a copy to the MSAN Dietetics Focus Program Director. In addition, you will also receive a copy which you will upload to your course.

Preceptor Evaluation of Students (Competency Assessment): Your preceptors will be completing the competency evaluation form for your SEL experiences. The preceptors will receive a link to the online evaluation form and it will be submitted directly to the MSAN Dietetics Focus Program Director. 

Final Lab Course Reflections and ePortfolio: In week 8, you will review your SEL reflections and write a paper reflecting on the overall course experience. This will be included as part of the final capstone assessment, the ePortfolio. 

Sample activities and projects for SEL Sites:

Create culturally appropriate handout to educate the target population. Conduct educational session for target population. Attend staff meeting and present projects involved in at facility Create brochure on community services available to clients in a diverse population. Participate in health fairs. Participate in program management. Enter quality data for clients in QA system; Analyze data collected; Perform program evaluation. Participate in a Journal Club presentation.

Provide a current research article to an MD to support care plan. Conduct an in-service presentation to RD staff. Communicate with medical professionals (i.e., MD, RN, SLP, OT, PT, SW) regarding nutrition care plans for patients. Conduct in-service for employees. Attend interdisciplinary patient care rounds or d/c planning meetings Demonstrate application of motivational interviewing. Update or develop patient education material. Perform patient education. Utilize electronic medical record to chart for patient care.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Supervised Experiential Learning hours and Preceptor Evaluation of Student (Competency Assessment) - 7 weeks	70
Supervised Experiential Learning hours reflection (3 total)	14
Professionalism Statement / Syllabus Agreement	1
Student Evaluation of Preceptor(s)	5
Final Lab Reflection (submitted to ePortfolio)	10
Total	100

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00

SEL Lab Grading Scale

Number	Grade
5	94 – 100%
4	87 – 93%
3	80 – 86%
2	40 – 79%
1	0 – 39%