Syllabus

Master of Science in Applied Nutrition

APN 736: Nutrition Leadership, Community Nutrition and Wellness Lab

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.

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.

1.6 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. (S)
  • 1.6.3 Integrates knowledge of maximizing sustainability, food and water waste, reusable/biodegradable items, local and global produce sourcing and access to food. (K)
  • 1.6.4 Analyzes the environmental factors affecting access to services and/or adequate nutrition. (S)

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

• • 1.7.1 Demonstrates knowledge of the cultural competence models. (D)
  • 1.7.2 Applies knowledge of foods, cultural foods, eating patterns and food trends. (S)
  • 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)
  • 1.7.6 Develops awareness of one’s own personal beliefs, values and biases to better serve clients/patients of different cultures and backgrounds. (D)

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

• • 1.13.1 Analyzes appropriate data in electronic format to make best decisions related to nutrition and diet. (S)
  • 1.13.2 Evaluates accuracy and reliability when accessing and evaluating nutrition information in electronic format. (S)
  • 1.13.4 Uses electronic databases to obtain nutrition information and evaluate credible sources in decision making. (S)

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. (S)

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. (S)
  • 1.15.2 Identifies, prioritizes and implements health risk reduction strategies for individuals, groups and populations. (D)
  • 1.15.3 Examines the influence of the determinants of health on health and wellness. (D)
  • 1.15.4 Designs food and nutrition activities for various audiences considering factors relevant to individuals, groups and communities. (D)
  • 1.15.5 Applies behavior change theories for nutritional health promotion and disease prevention. (D)

1.16 Gains a foundational knowledge on public and global health issues and nutritional needs.

• • 1.16.1 Examines the trends and current issues that impact public and global health from existing, new and reemerging diseases that spread through immigration, travel and global trade. (K)
  • 1.16.2 Examines the impact of global food supply and sustainability and related factors. (K)
  • 1.16.3 Examines how globalizing processes impact nutrition, nutrition education and nutrition related diseases in developing countries. (K)

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

2.1 Applies a framework to assess, develop, implement and evaluate products, programs and services.

• • 2.1.1 Conducts or coordinates an assessment of the environment, competitive landscape and stakeholder opinions to identify and evaluate data needed to make decisions regarding nutritional products, programs and services. (D)
  • 2.1.3 Creates a work plan or project plan to implement nutritional programs and services or launch products. (D)
  • 2.1.4 Conducts an evaluation of a product, program or service by analyzing reasons for variance from expected outcomes and implements new strategies as appropriate. (D)

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

• • 2.3.1 Selects and implements nutrition assessment tools for individuals, groups or populations. (S)
  • 2.3.2 Interviews client/patient to collect subjective information considering the determinants of health. (S)
  • 2.3.10 Determines barriers that might influence a client/patient’s nutritional status. (D)

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. (D)
  • 2.4.7 Assesses audience s readiness to learn and identifies barriers to learning. (D)
  • 2.4.8 Develops or modifies nutrition education materials or delivery methods to meet the needs of the audience. (D)
  • 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (S)

Unit 4: Community and Population Health Nutrition: Applies community and population nutrition health theories when providing support to community or population nutrition programs.

4.1 Utilizes program planning steps to develop, implement, monitor and evaluate community and population programs.

• • 4.1.1 Recognizes how determinants of health, epidemiological findings, health disparities, political interest, availability of resources, and accessibility influence the nutritional health and well-being of a community and population. (S)
  • 4.1.2 Conducts community and population based assessments considering all relevant factors. (S)
  • 4.1.3 Identifies the resources and connects with partners needed for sustainability of the program. (D)
  • 4.1.4 Develops and implements a program considering relevant data addressing the nutrition needs of the community or population. (D)
  • 4.1.5 Interprets and uses nutrition surveillance and global health and safety data. (S)
  • 4.1.6 Evaluates the program using measurement indicators and outcomes. (S)
  • 4.1.7 Communicates evaluation findings, outcomes, recommendations and research findings to promote change and justify program. (D)

4.2 Engages in legislative and regulatory activities that address community, population and global nutrition health and nutrition policy.

• • 4.2.1 Interprets legal terminology used to establish nutrition regulations and policies for populations. (K)
  • 4.2.2 Navigates governmental, intergovernmental and nongovernmental organizations to promote nutrition legislation and regulations that address public, population and global nutrition health. (S)
  • 4.2.3 Analyzes political interests and their impact on program development, goals and objectives. (S)

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. (D)
  • 5.1.2 Demonstrates understanding of social cues and team dynamics. (D)
  • 5.1.3 Communicates at the appropriate level and understands emotions and emotional situations. (D)
  • 5.1.4 Develops conversational and interpersonal skills. (D)
  • 5.1.5 Reflects on situations and critically evaluates outcomes and possible alternate courses of action. (D)
  • 5.1.6 Understands the mentoring role and practices mentoring and precepting others. (D)

5.2 Applies principles of organization management.

• • 5.2.2 Aligns plans with the organizational strategic plan, mission and vision. (K)
  • 5.2.8 Integrates change management theories and conflict resolution skills to manage and promote positive change. (K)
  • 5.2.9 Uses persuasive communication skills to influence or produce a desired outcome during negotiations and conflict resolution discussions. (S)
  • 5.2.10 Understands and respects roles and responsibilities of interprofessional team members. (S)
  • 5.2.18 Prioritizes activities to effectively manage time and workload. (D)
  • 5.2.19 Promotes team involvement and values the skills of each member. (S)
  • 5.2.20 Models behaviors that maximize group participation by consulting, listening and communicating clearly. (S)

5.3 Applies project management principles to achieve project goals and objectives.

• • 5.3.2 Identifies the project strengths, weaknesses, opportunities and threats. (S)
  • 5.3.3 Identifies and manages potential and real risks to the plan, individuals or organization. (S)

5.4 Leads quality and performance improvement activities to measure, evaluate and improve a program’s services, products and initiatives.

• • 5.4.2 Develops quality and/or performance improvement measurement tools and analyzes data to inform baselines and to identify root causes and potential solutions. (S)
  • 5.4.5 Applies change management theories and principles to effectively implement change. (S)

5.5 Develops and leads implementation of risk management strategies and programs.

• • 5.5.1 Assesses potential and real risks to an individual, group and or organization. (S)
  • 5.5.2 Identifies and takes action to manage, reduce and or eliminate risk to self, others and the organization. (S)

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. (D)

6.2 Applies scientific methods utilizing ethical research practices when reviewing, evaluating and conducting research.

• • 6.2.4 Interprets and applies research ethics and responsible conduct in research. (D)
  • 6.2.5 Collects and retrieves data using a variety of methods (qualitative, quantitative) and technologies. (D)
  • 6.2.6 Analyzes research data using appropriate data analysis techniques (qualitative, quantitative, mixed). (D)
  • 6.2.7 Translates and communicates research findings and conclusions through a variety of media. (D)

6.3 Applies current research and evidence-informed practice to services

• • 6.3.1 Uses research terminology when communicating with other professionals and publishing research. (D)
  • 6.3.2 Critically examines and interprets current research and evidence-informed practice findings to determine the validity, reliability and credibility of information. (D)
  • 6.3.4 Analyzes and formulates a professional opinion based on the current research and evidence-based findings and experiential learning. (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)
  • 7.1.5 Identifies and takes steps to manage unethical, incompetent and unsafe behavior. (S)
  • 7.1.6 Practices in a manner that respects diversity and avoids prejudicial treatment. (D)
  • 7.1.7 Adheres to legislative requirements and facility/employer guidelines regarding protection of privacy and security of information. (D)
  • 7.1.8 Maintains confidentiality and security in the sharing, transmission, storage and management of protected health information. (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)
  • 7.2.3 Participates in advocacy activities to change or promote new legislation and regulation. (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 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 a clinical setting. 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 MSAN Dietetics Focus Program Director. In addition, you will also receive a copy which you will upload within the course modules.

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 (6 total)	14
Professionalism Statement Agreement (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%