Syllabus

Master of Science in Applied Nutrition

APN 761 – Micronutrients: Nutritional and Functional Applications LAB – Fall B 2022

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, UNE Online 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.

1.1 Applies an understanding of environmental, molecular factors and food in the development and management of disease.

• • 1.1.5 Identifies the influence of food consumption on the development of diseases. (K)

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. (S)
  • 1.3.2 Implements key principles and practices to make foods safe for consumption at all stages during the flow of food. (S)

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

• • 1.4.3 Evaluates the chemical nature and composition of food on food quality, acceptability, and compatibility. (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. (S)
  • 1.6.2 Articulates the impact of nutritional health on psychiatric disorders. (S)
  • 1.6.4 Analyzes the environmental factors affecting access to services and/or adequate nutrition. (S)

1.10 Applies knowledge of math and statistics.

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

1.12 Demonstrates knowledge of and is able to manage food preparation techniques.

• • 1.12.4 Evaluate recipes using sensory evaluation methods. (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)
  • 1.13.3 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)

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

• • 1.15.2 Identifies, prioritizes, and implements health risk reduction strategies for individuals, groups, and populations. (S)
  • 1.15.4 Designs food and nutrition activities for various audiences considering factors relevant to individuals, groups, and communities. (S)

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

• • 1.16.2 Examines the impact of global food supply and sustainability and related factors. (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 and programs/services.

• • 2.1.3 Creates a work plan or project plan to implement nutritional programs and services or launch products. (D)

Unit 3: Food System Management: Applies food systems principles and management skills to ensure safe and efficient delivery of food and water.

3.1 Directs the production and distribution of quantity and quality food products.

• • 3.1.1 Manages or oversees the planning, designing, and coordination of meals to ensure the delivery of nutritionally sound meals. (D)
  • 3.1.3 Communicates the organization’s mission and how work activities impact the services and organization. (D)
  • 3.1.6 Directs and analyzes the evaluation of food service production and services to inform, change, and/or budget resources and department or corporate direction. (D)

3.2 Oversees the purchasing, receipt, and storage of products used in food production and services.

• • 3.2.1 Follows a matrix or measures to evaluate the need for financial, technical, and equipment resources for the provision of food services. (D)
  • 3.2.2 Applies ethical decision making to determine the need for reduction or increase in resources. (D) 
  • 3.2.5 Demonstrates knowledge of inventory control as it pertains to the food and supplies of the foodservice operation. (K)
  • 3.2.6 Applies the principles of the process of receiving and storing products demonstrating adherence to food safety code, nutrition guidelines and regulations. (D)
  • 3.2.7 Applies the relationship between forecasting and production as it pertains to recipe needs and organizational demand (D)

3.3 Applies principles of food safety and sanitation to the storage, production, and service of food.

• • 3.3.1 Maintains currency in and follows applicable legislation and guidelines. (D)
  • 3.3.2 Incorporates the required safety and nutritional health policies and procedures in the organization’s mission and policies. (D)
  • 3.3.3 Develops a plan to minimize vulnerabilities in the food supply chain. (D)
  • 3.3.4 Takes into consideration food allergies when preparing menus and foods. (D)

 

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. (D)
  • 4.1.3 Identifies the resources and connects with partners needed for sustainability of the program. (D)
  • 4.1.6 Evaluates the program using measurement indicators and outcomes. (D)

 

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.

• • 5.1.3 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)

5.2 Applies principles of organization management.

• • 5.2.1 Establishes an operational plan considering budget, inventory control, labor and daily tasks. (D)
  • 5.2.2 Aligns plans with the organizational strategic plan, mission, and vision. (D)
  • 5.2.3 Assigns responsibilities to various team members according to scope of practice and personal competence. (D)
  • 5.2.4 Sets and monitors clear targets for team members, departments and the organization aligned with common objectives and goals. (D)
  • 5.2.5 Demonstrates an understanding of how individuals and groups interact within the organization. (D)
  • 5.2.6 Takes into consideration individual and organizational culture and behaviors when planning and managing. (D)
  • 5.2.11 Collects, understands and analyzes financial data to support fiscally responsible decision making. (D)
  • 5.2.12 Conducts cost effectiveness and cost benefit analyses to identify ways to meet budget priorities. (D)
  • 5.2.13 Analyzes components of a productivity system including units of service and work hours and makes recommendations. (D)
  • 5.2.14 Sets controls to analyze the progress and effectiveness of the operational plan and budget. (D)
  • 5.2.15 Collects and analyzes data to evaluate outcomes and determine if established goals and objectives are met. (D)
  • 5.2.17 Applies principles of time management to monitor and enhance personal productivity and productivity of others. (D)
  • 5.2.18 Prioritizes activities to effectively manage time and workload. (D)

5.3 Applies project management principles to achieve project goals and objectives

• • 5.3.1 Leads the development and completion of a project plan and budget. (D)
  • 5.3.2 Identifies the project strengths, weaknesses, opportunities and threats. (D)
  • 5.3.3 Identifies and manages potential and real risks to the plan, individuals or organization. (D)
  • 5.3.4 Conducts regular review of project to note strengths and opportunities for improvement and to implement adjusted actions. (D)

5.5 Develops and leads implementation of risk management strategies and programs. (D)

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

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

• • 7.1.3 Adheres to nutrition related legislation, regulations and standards of practice. (D)

7.2 Uses effective communication, collaboration and advocacy skills.

• • 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 Graduate 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 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

Course Assignments

Module 1: ServSafe

Students will be asked to read corresponding chapters in the ServSafe book prior to starting the week and need to complete an activity at the end of each week. Students will also be able to review a ServSafe video and take a quiz. The quizzes will resemble those found in the ServSafe Managers exam and will prepare them to take the exam after the completion of Module 1. 

Activities Include: 

• Identify the Microbes
• Recognize “Hidden” Allergenic Food Ingredients
• Thermometer Callibration
• 360 in a Commercial Kitchen
• Identify the steps for a HACCP Plan Assignment
• Weekly Quizzes
• Completion of the ServSafe Manager Exam

Module 2: Emergency Preparedness Case Study

In this module, students will be able to apply their skills in budgeting, control, leadership, planning, menu planning, education, to a real-life case study. After reviewing the details of the case, students will create a multi-part emergency preparedness plan and present their findings through a 15 minute presentation. 

Deliverables include:

1. Menu
2. Food and supplies budget
3. Cooking and cleaning schedule
4. Health plan to manage each of the clinical residents
5. Home emergency preparedness handout
6. Evaluation tool
7. Recorded Presentation of Emergency Preparedness Plan and full documentation (PDF)

Module 3: Recipe Modification

In this module, students will be able to apply the skills they learn about recipe modification to different situations by modifying a given recipe in two ways. 

Deliverables include:

1. Photos of both the old and the modified recipes
2. A sensory evaluation
3. A discussion on why this works or does not work and justification of changes
4. Recipe modification
5. Nutrition fact panel of recipe modification

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. 

Grading Policy

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

Grade Breakdown

Assessment	Points
Professionalism Statement and Syllabus Agreement	1
ServSafe Quizzes (3 @ 3 points each)	9
Thermometer Calibration	2
Identify the Microbes	4
Recognize the Allergens	3
360 in a Commercial Kitchen	7
Write a HACCP Plan	7
ServSafe Manager Exam	5
Emergency Preparedness: Menu Assignment	4
Emergency Preparedness: Food & Supplies Budget	6
Emergency Preparedness: Health Plan	6
Emergency Preparedness: Cooking & Cleaning Schedule	5
Emergency Preparedness: Home Emergency Prep Handout	6
Emergency Preparedness: Evaluation Tool	5
Emergency Preparedness Plan & Video Presentation	10
Recipe Modification (2 modifications @ 8 points each)	16
Final Lab Reflection (submitted to ePortfolio)	4
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