Syllabus

Master of Science in Applied Nutrition

APN 776 – Advanced Nutrition Research Lab (Spring 2022)

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, team-work, and integrity will be explored. Cases and real-world examples will be used to facilitate discussions. 

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.

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.

Clinical Competencies: 

1.13* Demonstrates computer skills and uses nutrition informatics in the decision-making process. (D)

• 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)

Community Competencies: 

1.13* Demonstrates computer skills and uses nutrition informatics in the decision-making process. (D)

• 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)

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

Clinical Competencies: 

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

Nutrition Assessment

• 2.3.1 Selects and implements nutrition assessment tools for individuals, groups or populations. (D)
• 2.3.2 Interviews client/patient to collect subjective information considering the determinants of health. (D)
• 2.3.3 Conducts a nutrition-focused physical exam. (D)
• 2.3.4 Takes a food and nutrition-related medical history. (D)
• 2.3.5 Assesses physical activity and history of physical activity. (D)
• 2.3.6 Collects, assesses and interprets anthropometric measures and body composition.
• 2.3.7 Orders, collects and interprets biochemical tests. (D)
• 2.3.8 Analyzes diagnostic test results relevant to nutrition (e g. diagnostic imaging related to fluoroscopy, swallowing evaluation, enteral feeding tube placement) . (D)
• 2.3.9 Identifies signs and symptoms of nutrient deficiencies or excesses. (D)
• 2.3.10 Determines barriers that might influence a client/patient’s nutritional status. (D)
• 2.3.11 Determines accuracy and currency of nutrition assessment data. (D)
• 2.3.12 Identifies patient appropriate validated formula and performs calculations to determine nutritional requirements. (D)

Diagnosis

• 2.3.13 Analyzes and synthesizes nutrition assessment data to inform nutrition diagnosis(es) and nutritional plan of care. (D)
• 2.3.14 Devises PES (problem, etiology and sign symptom) statement and outlines reasons for professional opinion cause and contributing factors. (D)
• 2.3.15 Prioritizes the nutrition diagnosis(es) . (D)

Intervention

• 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. (D)
• 2.3.17 Orders nutrition prescriptions to address nutritional goals. (D)
• 2.3.18 Implements the nutrition plan of care or nutrition intervention with the client/patient and other team members. (D)

Monitoring/Evaluation

• 2.3.19 Monitors and evaluates impact of nutrition intervention on the nutrition diagnosis. (D)
• 2.3.20 Develops and applies nutrition care outcome indicators to measure nutrition intervention. (D)
• 2.3.21 Assesses client/patient’s compliance with nutrition intervention. (D)
• 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. (D)
• 2.3.23 Summarizes impact of nutrition interventions on client/patient’s nutrition outcomes, considering client/patient-centered care. (D)
• 2.3.24 Identifies, analyzes and communicates reasons for deviation from expected nutrition outcomes. (D)
• 2.3.25 Evaluates the availability of services to support access to nutrition care and to help meet client/patient nutrition goals. (D)

Documentation

• 2.3.26 Documents all elements of the nutrition care process following professional standards and organizational policies. (D)
• 2.3.27 Demonstrates coding and billing procedures to obtain payment for nutrition services under alternate health care payment models. (D)

2.4* Implements or coordinates nutritional interventions for individuals, groups or populations. (D)

Medical Nutrition Therapy

• 2.4.1 Manages medical nutrition therapy for clients/patients. (D)
• 2.4.2 Applies and integrates understanding of foundational sciences to manage medical nutrition therapy, diet and disease management. (D)
• 2.4.3 Applies foundational science knowledge and medical nutrition therapy principles to establish, order, manage and evaluate the need for nutrition support when prescribing and administering nutritional oral, enteral and parenteral diets. (D)
• 2.4.4 Considers and applies all relevant factors when recommending the use of oral nutritional supplements. (D)
• 2.4.5 Refers/transfers care to relevant professionals when client/patient needs or required interventions are beyond personal competence or professional scope of practice. (D)

Education

• 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)
• 2.4.9 Develops and provides evidence-informed nutritional wellness and therapeutic diet education to a variety of audiences. (D)
• 2.4.10 Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience. (D)
• 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (D)
• 2.4.12 Evaluates effectiveness of nutrition education and makes modifications as required. (D)

Community Competencies: 

2.1* Applies a framework to assess, develop, implement and evaluate products, programs and services. (D)

• 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)
• 2.1.2 Designs nutritional products, programs or services that promote consumer nutritional health, dimensions of wellness and lifestyle management. (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. (D)

Nutrition Assessment

• 2.3.1 Selects and implements nutrition assessment tools for individuals, groups or populations. (D)
• 2.3.2 Interviews client/patient to collect subjective information considering the determinants of health. (D)
• 2.3.4 Takes a food and nutrition related medical history. (D)
• 2.3.5 Assesses physical activity and history of physical activity. (D)
• 2.3.10 Determines barriers that might influence a client/patient’s nutritional status. (D)
• 2.3.11 Determines accuracy and currency of nutrition assessment data. (D)
• 2.3.13 Analyzes and synthesizes nutrition assessment data to inform nutrition diagnosis(es) and nutritional plan of care. (D)

Intervention

• 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. (D)
• 2.3.18 Implements the nutrition plan of care or nutrition intervention with the client/patient and other team members. (D)

Monitoring/Evaluation

• 2.3.19 Monitors and evaluates impact of nutrition intervention on the nutrition diagnosis.
  (D)
• 2.3.20 Develops and applies nutrition care outcome indicators to measure nutrition intervention. (D)
• 2.3.21 Assesses client/patient’s compliance with nutrition intervention. (D)
• 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. (D)
• 2.3.23 Summarizes impact of nutrition interventions on client/patient’s nutrition outcomes, considering client/patient-centered care. (D)
• 2.3.24 Identifies, analyzes and communicates reasons for deviation from expected nutrition outcomes. (D)
• 2.3.25 Evaluates the availability of services to support access to nutrition care and to help meet client/patient nutrition goals. (D)

Documentation

• 2.3.26 Documents all elements of the nutrition care process following professional standards and organizational policies. (D)
• 2.3.27 Demonstrates coding and billing procedures to obtain payment for nutrition services under alternate health care payment models. (D)

2.4* Implements or coordinates nutritional interventions for individuals, groups or populations. (D)

Education

• 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)
• 2.4.9 Develops and provides evidence-informed nutritional wellness and therapeutic diet education to a variety of audiences. (D)
• 2.4.10 Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience. (D)
• 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (D)
• 2.4.12 Evaluates effectiveness of nutrition education and makes modifications as required. (D)

Psychological Counseling and Therapies

• 2.4.13 Assesses client/patient’s nutritional needs and appropriateness for the recommended counseling or therapy. (D)
• 2.4.14 Applies counseling principles and evidence-informed practice when providing individual or group sessions. (D)
• 2.4.18 Evaluates effectiveness of the counseling or therapy and makes modifications as required. (D)
• 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 (D)

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

Food Service Management Competencies: 

3.1* Directs the production and distribution of quantity and quality food products. (D)

• 3.1.1 Manages or oversees the planning, designing and coordination of meals to ensure delivery of nutritionally sound meals. (D)
• 3.1.2 Analyzes the workflow design and makes recommendations for modifications or approves for implementation. (D)
• 3.1.3 Communicates the organization’s mission and how work activities impact the services and organization. (D)
• 3.1.4 Establishes and analyzes policies and performance measures for quality and quantity of work. (D)
• 3.1.5 Implements systems to report on local, state and federal compliance. (D)
• 3.1.6 Directs and analyzes the evaluation of foodservice production and services to inform, change, and/or budget resources and department or corporate direction. (D)
• 3.1.7 Establishes a culture that is ethical and free of safety and health hazards. (D)
• 3.1.8 Investigates and optimizes opportunities to reduce the environmental carbon footprint of foodservice operations and to enhance sustainability. (D)

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

• 3.2.1 Follows a matrix or measures to evaluate the need for financial, technical and equipment resources for the provision of foodservices. (D)
• 3.2.2 Applies ethical decision-making to determine the need for reduction or increase in resources. (D)
• 3.2.3 Creates internal or external professional relations and/or agreements to solve problems in foodservice operations. (D)
• 3.2.4 Acts as a departmental and organizational liaison between contractual parties involved. (S)
• 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)

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

Community Competencies: 

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

• 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)
• 4.1.2 Conducts community and population-based assessments considering all relevant factors. (D)
• 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. (D)
• 4.1.6 Evaluates the program using measurement indicators and outcomes. (D)
• 4.1.7 Communicates evaluation findings, outcomes, recommendations and research findings to promote change and justify program. (D)

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

Food Service Management Competencies: 

5.1* Demonstrates leadership skills to guide practice. (D)

• 5.1.1 Exhibits self-awareness in terms of personality, learning, leadership style and cultural orientation. (S)
• 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. (D)

Planning

• 5.2.1 Establishes operational plan considering budget, inventory control, labor and regular daily tasks. (D)
• 5.2.2 Aligns plans with the organizational strategic plan, mission and vision. (D)

Organizing

• 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)

Management

• 5.2.7 Engages in, manages or leads human resource activities adhering to applicable legislation and regulations. (D)
•  
• 5.2.9 Uses persuasive communication skills to influence or produce a desired outcome during negotiations and conflict resolution discussions. (D)
• 5.2.10 Understands and respects roles and responsibilities of interprofessional team members. (D)

Controls

• 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)
• 5.2.16 Reevaluates the plan to make modifications to ensure positive outcomes and that goals and objectives are met. (D)

5.3* Applies project management principles to achieve project goals and objectives. (D)

• 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)

Professional Behavior Statement

MSAN/RDN Focus students should uphold community standards for professional behavior in all Supervised Experiential Learning facilities and other educational settings throughout the SEL. Any failure to comply with the Standards of Professional Behavior as outlined in the student handbook will result in the initiation of disciplinary procedures.

Students are expected to maintain a high standard of professionalism and conduct themselves with honesty and integrity. Please refer to the Code of Ethics for the Profession of Dietetics.

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 CGPS 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 CGPS 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 CGPS 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 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 each Supervised Experiential Learning site, you will submit a written reflection of your experiences and observations at your site placements.

• Week 5: Submit complete SEL Reflection for one of your three sites.
• Week 10: Submit complete SEL Reflection for your second site.
• Week 15: Submit complete SEL Reflection for your final site.

Late policy exception: SEL Reflections will still be accepted beyond the 3-day grace period for the checkpoint deadlines, but the highest possible grade will be 80% of the total. If you’re unable to meet the checkpoint deadline, please contact your instructor ahead of time or as soon as possible.

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 into the course.

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. 

Final Lab Course Reflections and ePortfolio: In Week 16, 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. Attend staff meeting and present projects involved in at facility 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

Student Syllabus Contract	1
Supervised Experiential Learning and Preceptor Evaluation of Student (Competency Assessment)	70
Supervised Experiential Learning Written Reflections (3 worth 5 points each)	15
Student Evaluations of Preceptors	4
Final Lab Reflection (submitted to ePortfolio)	10
TOTAL	100

SEL Lab Grading Scale

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