Syllabus

APN 602 – Trends and Issues in Nutrition Lab (Spring A 2023)

Credits - 1

Description

In the RDN lab series, MSAN students in the RDN focus will conduct Supervised Experiential Learning 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, CGPS faculty and staff, their peers, and community members. Through reflective writing exercises, students will self-assess their skills, behavior 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 RDN 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 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:

• 1.2: Applies an understanding of anatomy, physiology, and biochemistry.
  • 1.2.1 Analyzes the impact of food and nutrition on physiological processes. (S) 
  • 1.2.2 Integrates knowledge of anatomy, physiology, and biochemistry to make decisions related to nutrition care. (S)
• 1.5: Applies knowledge of patho-physiology and nutritional biochemistry to physiology, health and disease. 
  • 1.5.3 Interprets and analyzes the effects of disease, clinical condition and treatment on nutritional health status. (K)
  • 1.5.4 Analyzes the correlation between mental health conditions and nutritional health. (K)
• 1.7: Integrates the principles of cultural competence within own practice and when directing services. 
  • 1.7.3 Identifies challenges that arise when different cultures, values, beliefs and experiences exist between clients/patients and nutrition and dietetics professionals. (S)
  • 1.7.4 Identifies and implements strategies to address cultural biases and differences. (K)
  • 1.7.5 Applies culturally sensitive approaches and communication skills. (K)
  • 1.7.6 Develops awareness of one’s own personal beliefs, values and biases to better serve clients/patients of different cultures and backgrounds. (K)
• 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)
• 1.12: Demonstrates knowledge of and is able to manage food preparation techniques. 
  • 1.12.2 Converts recipes and ingredients based on client/patient’s preferences or dietary needs. (K)
• 1.13: Demonstrates computer skills and uses nutrition informatics in the decision making process. 
  • 1.13.4 Uses electronic databases to obtain nutrition information and evaluate credible sources in decision making. (K)
• 1.14: Integrates knowledge of nutrition and physical activity in the provision of nutrition care across the life cycle 
  • 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. (K)
  • 1.14.4 Explains and takes into consideration how nutrients, nutritional supplements and hydration influence physical activity and wellness. (K)
• 1.15: Applies knowledge of nutritional health promotion and disease prevention for individual, 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. (K)
• 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. (K)
• 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. (K)
  • 2.3.4 Takes a food and nutrition related medical history. (K)
  • 2.3.5 Assesses physical activity and history of physical activity. (K)
  • 2.3.6 Collects, assesses and interprets anthropometric measures and body composition. (K)
  • 2.3.7 Orders, collects and interprets biochemical tests. (K)
  • 2.3.9 Identifies signs and symptoms of nutrient deficiencies or excesses. (K)
  • 2.3.10 Determines barriers that might influence a client/patient’s nutritional status . (K)
  • 2.3.11 Determines accuracy and currency of nutrition assessment data. (K)
  • 2.3.13 Analyzes and synthesizes nutrition assessment data to inform nutrition diagnosis(es) and nutritional plan of care. (K)
  • 2.3.14 Devises PES (problem, etiology and sign symptom) statement and outlines reasons for professional opinion, cause and contributing factors. (K)
• 2.4: Implements or coordinates nutritional interventions for individuals, groups or populations. 
  • 2.4.13 Assesses client/patient’s nutritional needs and appropriateness for the recommended
  • counseling or therapy. (K)
  • 2.4.14 Applies counseling principles and evidence-informed practice when providing
  • individual or group sessions. (K)
  • 2.4.17 Demonstrates awareness of various appropriate counseling techniques. (K)
  • 2.4.19 Refers/transfers client/patient to appropriate health professionals when counseling therapy or client/patient’s mental health issues are beyond personal competence or professional scope of practice. (K)
• 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)
  • 5.1.6 Understands the mentoring role and practices mentoring and precepting others. (K)
• 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)
• 6.2: Applies scientific methods utilizing ethical research practices when reviewing, evaluation and conducting research. 
  • 6.2.7 Translates and communicates research findings and conclusions through a variety of media. (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)
• 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)
  • 7.1.4 Applies client/patient-centered principles to all activities and services. (K)
  • 7.1.6 Practices in a manner that respects diversity and avoids prejudicial treatment. (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)

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 20 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 MSAN RDN Focus Program Director. 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 MSAN RDN Focus Program Director. 

Sample activities and projects for SEL Sites:

Grading Policy

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

Grade Breakdown

SEL Lab Grading Scale