Syllabus

Master of Science in Applied Nutrition

APN 606: Nutrition Across the Lifespan Lab (Fall B 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, Graduate Program in Applied Nutrition to arrange acceptable Preceptors and SEL sites before signing up for the course.

1 credit

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 Graduate Degree Programs (GP) 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.

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.

1.3 Applies knowledge of microbiology and food safety.

• • 1.3.1 Applies food safety principles of microbiological food spoilage and strategies for controlling microbial growth. (K)
  • 1.3.2 Implements key principles and practices to make foods safe for consumption at all stages during the flow of food. (K)

1.4 Integrates knowledge of chemistry and food science as it pertains to food and nutrition product development and when making modifications to food.

• • 1.4.2 Integrates nutritional biochemistry knowledge to make informed food and nutrition decisions for optimal health. (K)

1.5 Applies knowledge of patho-physiology and nutritional biochemistry to physiology, health and disease.

• • 1.5.1 Examines nutritional biochemical indicators specific to the disease process. (K)
  • 1.5.2 Interprets and analyzes the effect of diet, fluids, electrolytes and nutritional status on the development and progress of the disease process. (K)
  • 1.5.3 Interprets and analyzes the effects of disease, clinical condition and treatment on nutritional health status. (S)

1.6 Applies knowledge of social, psychological and environmental aspects of eating and food.

• • 1.6.1 Formulates food and nutrition services considering psychological and social factors to meet the needs of individuals, communities and populations. (K)
  • 1.6.2 Articulates the impact of nutritional health on psychiatric disorders. (K)

1.10 Applies knowledge of math and statistics.

• • 1.10.3 Applies math skills to perform food and nutrition calculations. (S)

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. (S)
  • 1.11.2 Uses acceptable medical abbreviations and appropriate medical terminology in all forms of communication. (S)

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. (S)
  • 1.14.2 Identifies nutritional risk factors across the life cycle. (K)
  • 1.14.3 Teaches the benefits of physical activity across the life cycle to individuals, groups and populations. (D)

1.15 Applies knowledge of nutritional health promotion and disease prevention for individuals, groups and populations.

• • 1.15.1 Recognizes and communicates the cause of disease and nutrition risks. (K)
  • 1.15.2 Identifies, prioritizes and implements health risk reduction strategies for individuals, groups and populations. (S)
  • 1.15.3 Examines the influence of the determinants of health on health and wellness. (K)

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

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

• • 2.3.6 Collects, assesses and interprets anthropometric measures and body composition. (K)
  • 2.3.9 Identifies signs and symptoms of nutrient deficiencies or excesses. (K)
  • 2.3.11 Determines accuracy and currency of nutrition assessment data. (K)
  • 2.3.12 Identifies patient appropriate validated formula and performs calculations to determine nutritional requirements. (K)
  • 2.3.13 Analyzes and synthesizes nutrition assessment data to inform nutrition diagnosis(es) and nutritional plan of care. (K)
  • 2.3.15 Prioritizes the nutrition diagnosis(es). (K)
  • 2.3.16 Develops an individualized plan of care that addresses nutritional care needs diagnosis and client/patient nutrition goals in collaboration with the client/patient and team members. (K)
  • 2.3.18 Implements the nutrition plan of care or nutrition intervention with the client/patient and other team members (K)
  • 2.3.22 Identifies barriers to meeting client/patient’s nutrition goals and makes recommendations to modify the nutrition plan of care or nutrition intervention, and communicates changes to client/patient and others. (K)

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

• • 2.4.6 Applies education theories, adult learning, pedagogy and education principles when developing, modifying, delivering or implementing education materials. (K)
  • 2.4.10 Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience. (K)
  • 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (K)

Unit 5: Leadership, Business, Management and Organization: Demonstrates leadership, business and management principles to guide practice and achieve operational goals.

5.1 Demonstrates leadership skills to guide practice.

• • 5.1.1 Exhibits self-awareness in terms of personality, learning, leadership style and cultural orientation. (K)
  • 5.1.2 Demonstrates understanding of social cues and team dynamics. (K)
  • 5.1.3 Communicates at the appropriate level and understands emotions and emotional situations. (K)
  • 5.1.4 Develops conversational and interpersonal skills. (K)
  • 5.1.5 Reflects on situations and critically evaluates outcomes and possible alternate courses of action. (K)
  • 5.1.6 Understands the mentoring role and practices mentoring and precepting others. (K)

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.

• • 6.1.1 Considers multiple factors when problem solving. (K)
  • 6.1.2 Incorporates the thought process used in critical thinking models. (K)
  • 6.1.3 Engages in reflective practice to promote change and continuous learning. (K)

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

• • 6.3.4 Analyzes and formulates a professional opinion based on the current research and evidence-based findings and experiential learning. (K)

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. (K)
  • 7.1.8 Maintains confidentiality and security in the sharing, transmission, storage and management of protected health information. (K)

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. (K)
  • 7.2.2 Works with and facilitates intraprofessional and interprofessional collaboration and teamwork. (K)
  • 7.2.4 Selects mode of communication appropriate to the messaging to meet the needs of the audience. (K)

Professional Behavior Statement

 

Course Expectations

A student enrolled in the College of Graduate and 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 he/she represents 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 in 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 30 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 the clinical, community, and food service management settings. You will be interacting with professionals of many different disciplines and begin meeting and interacting with patients. 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 15 hours at each Supervised Experiential Learning site, you will submit a written reflection of your experiences and observations at your site placements.

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 Assistant Director of the MSAN program/Director of the dietetics focus. In addition, you will also receive a copy which you will upload to Brightspace.

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 Assistant Director of the MSAN program/Director of the dietetics focus. 

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 and Preceptor Evaluation of Student (Competency Assessment) - 7 weeks	70
Supervised Experiential Learning Written Reflections (6 total)	11
Student Syllabus Contract	1
Code of Ethics Quiz	2
Scope of Practice Quiz	1
Student Evaluations of Preceptors	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%