Syllabus

Master of Science in Applied Nutrition

APN 606: Nutrition Across the Lifespan Lab

Credits - 1

Description

In the dietetics lab series, MSAN students in the dietetics program 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: Community, Public Health, and Population Health

• 1.1.2 Use nutrition surveillance data to identify patterns of disease to determine population health and nutrition needs (S)
• 1.2.1 Conduct and interpret community and population-based needs assessments to develop a program considering all relevant factors (D)
• 1.2.2 Identify resources and partnerships to support the program’s sustainability (D)
• 1.3.1 Apply education theories, pedagogy, and education principles when developing, modifying, and implementing education (D)
• 1.3.2 Translate basic to advanced food and nutrition science knowledge into understandable language tailored to the audience (D)
• 1.3.3 Communicate complex nutrition information to various audiences (D)

Unit 2: Nutrition Care Process and Medical Nutrition Therapy

• 2.2.4 Collect food and nutrition-related medical history, mental health, physical activity, and relevant determinants of health (D)
• 2.8.2 Analyze data generated by technologies and devices to make evidence-based decisions (D)
• 2.8.3 Assess AI-generated results for accuracy and relevance and use iterative prompt engineering to refine AI outputs (D)

Unit 4: Foodservice

• 4.1.1 Oversee the purchasing, receipt, and storage of products used in food production and services (D)
• 4.1.2 Analyze the workflow design and recommend modifications or approval for implementation (D)
• 4.1.3 Develop an operational plan that considers budget, inventory control, staffing needs, and daily tasks (D)

Unit 5: Leadership and Management

• 5.1.1 Use critical thinking through a systematic process that evaluates multiple variables and leads to an informed decision (D)
• 5.1.2 Incorporate the thought process used in critical thinking models and frameworks (for example, decision trees, theories, system analysis, ethical decision-making frameworks) (D)
• 5.2.1 Engage in self-reflective practice activities to develop and maintain ongoing competence and professional behaviors (D)
• 5.2.3 Adhere to nutrition-related legislation, regulations, and standards of practice (D)
• 5.2.7 Maintain confidentiality and security when sharing, transmitting, storing, and managing protected health information (D)
• 5.3.1 Apply leadership and management theories and frameworks to inform decisions and behaviors (D)
• 5.3.2 Respond to social cues and group dynamics to facilitate desired outcomes (D)
• 5.3.3 Apply principles of emotional intelligence, including self-awareness, self-management, social awareness, and relationship management (D)
• 5.3.4 Reflect on situations and critically evaluate outcomes and possible alternate courses of action (D)
• 5.3.5 Provide and receive constructive feedback to support professional development and seek feedback for personal growth (D)
• 5.3.6 Model behaviors that maximize group participation by consulting, listening, and communicating clearly (D)
• 5.4.1 Use effective and ethical communication skills and techniques to achieve desired goals and outcomes (D)
• 5.4.2 Facilitate intraprofessional and interprofessional collaboration (D)
• 5.4.3 Participate in advocacy activities to change or promote new legislation and regulations (D)
• 5.4.4 Use communication skills to influence or produce a desired outcome during negotiations or conflict resolution (D)
• 5.4.5 Communicate in a responsive, responsible, respectful, and compassionate manner (D)
• 5.5.2 Assign responsibilities to various team members according to role and competence (D)
• 5.5.6 Collect and analyze outcome data to determine if established goals and objectives are met (D)
• 5.6.2 Collect, understand, and analyze financial data to support fiscally responsible decision-making (D)
• 5.6.3 Analyze components of productivity systems, including units of service and work hours, and make recommendations (D)
• 5.6.4 Analyze the effectiveness of the budget (D)
• 5.6.5 Engage in, manage, or lead human resource activities, adhering to applicable laws and regulations (D)

Unit 6: Research

• 6.1.7 Translate and communicate research findings through a variety of media (D)
• 6.2.2 Analyze and formulate a professional opinion based on current research, evidence-based findings, and experiential learning (D)

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 complete 120 hours of learning activities, divided into Supervised Experiential Learning (SEL) and Virtual Authentic Learning Experiences. Through a combination of hands-on placement and simulated management scenarios, you will develop the knowledge and skills needed to manage food and nutrition operations, lead teams, support quality improvement initiatives, and respond to real-world operational challenges. Presenting as a professional student and demonstrating strong leadership, communication, and management skills will be paramount to your success throughout the course.

Supervised Experiential Learning (60 Hours): You will complete 60 hours in a foodservice management setting under the supervision of a qualified preceptor. During this experience, you will observe, participate in, and reflect upon real-world management activities.

Preceptor Evaluation of Performance: Your preceptor will evaluate your performance and provide feedback as you develop your leadership, communication, and management skills throughout the SEL experience.

Mid-Point and Final SEL Reflection: Following each set of SEL hours, you will submit a video reflection — one at the mid-point (due Week 4) and one at the final — responding to a prompt aligned with your practice area and integrating specific examples from your SEL experience.

Virtual Authentic Learning Experiences (60 Hours): In addition to your SEL hours, you will complete 60 hours of course-based activities designed to simulate the responsibilities of a Food Service Director. Across five weekly modules, you will work through realistic scenarios involving:

• Week 1 – Negotiation & Professional Communication: Negotiating a hospital foodservice vendor contract and writing an executive summary and internal memo.
• Week 2 – Pediatric Menu Evaluation & AI as a Management Tool: Evaluating a pediatric room-service menu and critically assessing AI-generated management recommendations.
• Week 3 – Staffing & Budgeting: Calculating FTEs, building schedules, and developing a departmental budget under resource constraints.
• Week 4 – Leadership Communication & Team Culture: Leading a staff huddle following an operational challenge, practicing emotional intelligence and team communication.
• Week 5 – Emergency Preparedness: Developing a community-based emergency food and nutrition preparedness plan as a capstone project.

Course Structure: The course is organized into five modules built around required readings, multimedia resources, applied assignments, discussion activities, and reflection opportunities. Assignments are due every two weeks, but all course modules and content are available at the start of the course — giving you flexibility to plan and coordinate both your SEL hours and your virtual coursework.

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)	25
Mid-point and Final Reflection (6 points each)	12
Student Syllabus Contract	1
Negotiations Quiz	5
Internal Memo	5
Memorandum of Understanding (MOU)	5
Evaluating the Pediatric Menu with AI as a Consulting Tool	10
Staffing FTE Analysis & Budget Development	10
Leading the Morning Huddle	12
The RDN's Role in Disaster Preparedness	5
Emergency Preparedness Plan	10
TOTAL	100

SEL Lab Grading Scale

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