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SUNDAY, OCTOBER 18

RESEARCH & PRACTICE INNOVATIONS: TRANSLATING RESEARCH INTO DIETETICS PRACTICE (PART 1)

A

ntegrating Nutrition Research into the Dieteticnternship

uthor(s): J. D. Burke,1 R. A. Reilly,1 I. E. Lofgren,2

. S. Morrell1; 1Molecular, Cellular and Biomedical Sciences,niversity of New Hampshire, Durham, NH, 2Nutrition andood Sciences, University of Rhode Island, Kingston, RI

earning Outcome: Participants will be able to describeethods of incorporating nutrition reserach into the dietetic

nternship practicum experience.

he University of New Hampshire (UNH) Dietetic Internshiprogram integrates research projects into a variety of internshipxperiences. Interns review theoretical research concepts, conductasic statistical analysis, complete UNH modules on the importancef ethical conduct of human subjects in research, and activelyarticipate in the development of Institutional Review Boardroposals. Theoretical concepts are coupled with hands-on research.o date, interns have assessed vended food operations on campus,onducted price comparisons of eating according to the Food Guideyramid, and investigated the cost of foods for those trying todhere to a $3.13 a day food budget. This campus wide project wasublicized by our campus press and involved all three dining halls,s well as faculty and staff. The interns have assisted in a pilotroject which investigated C-reactive protein in metabolic syndromen college-age students. Results from the C-reactive protein projectere presented at a regional graduate student research conference.ommunity research projects have included work with the local

ood bank, WIC programs, and the NH Department of Education’sSDA Fruit and Vegetable Program. By engaging students in real

ime research, these young professionals gain important researchnd evaluation skills, assist preceptors and researchers with neededata collection, and advance dietetic professionals as those whohould be a part of the research team.

unding Disclosure: UNH Office of Sustainability, NH

gricultural Experiment Station, #11R571

eacher Responses to Experiential Foods Program Provide Evidence ofifferent Levels of Intervention Implementation

uthor(s): L. Cunningham-Sabo,1 A. Sifford,1 A. Hanika-Ortiz,1 L. M. Walters2;Department of Food Science and Human Nutrition, Colorado State University,ort Collins, CO, 2Cooking with Kids, Inc., Santa Fe, NM

earning Outcome: Participants will be able to explain the value andpplication of obtaining teacher feedback on the implementation of classroom-ased nutrition education curricula.

ackground: Teachers are integral to the implementation and effectiveness ofchool-based nutrition curricula. Understanding their experiences anderspectives can enhance program delivery and improve student outcomes.ooking with Kids (CWK) is an experiential food and nutrition educationrogram engaging elementary students in hands-on learning with culturallyiverse foods, through a series of two hour CWK staff-led cooking and one houreacher-led tasting classes.

ethods: Eleven schools were assigned to full intervention (cooking and tastinglasses (COOK), tasting classes only (TASTE) or no interventionCOMPARISON). Teacher surveys addressed curriculum fidelity, rating ofurriculum components, use of teaching strategies and integration with otherubjects.

esults: Thirty of 32 teachers completed the survey. Eighty-nine percent of COOKeachers reported high fidelity to cooking lessons, while 90% of TASTE and 78% ofOOK teachers reported completing most tasting lessons. COOK teachers rated

asting class experiences less positively than TASTE teachers, and reported usingewer teaching strategies. TASTE teachers also reported greater integration withther school subjects. COOK and TASTE teachers reported greater use of teachingtrategies in other nutrition lessons (non-CWK) compared to COMPARISONeachers.

onclusion: Highest fidelity was reported for cooking lessons led by CWK staff,nd TASTE teachers reported higher fidelity to tasting lessons than COOKeachers. TASTE teachers also reported using more teaching strategies andntegrating the tasting lessons into other school subject areas than COOKeachers. Documenting participants’ experiences with and reactions to programomponents is essential to understanding nutrition education curricula androgramming impacts.

unding Disclosure: USDA CSREES NRI 2007-05062

-12 / September 2009 Suppl 3—Abstracts Volume 109 Number 9

ultural Competence in Dietetics Education

uthor(s): A. Knoblock-Hahn,1 D. Scharff,2 M. Elliot3; 1St. Louisepartment of Veterans Affairs, St. Louis, MO, 2St. Louis Universitychool of Public Health, St. Louis, MO, 3George Warren Brown School ofocial Work, Washington University, St. Louis, MO

earning Outcome: To determine the extent to which culturalompetency is currently being addressed in dietetics curricula.

ackground: Providing culturally competent health care may be a keyactor in eliminating health disparities, an overarching goal of Healthyeople 2010. Recently revised educational requirements and accreditationtandards for dietetics students lack specific learning outcomes related toultural competence, therefore dietetics programs may not address thisontent area in their curriculum.

ethods: A survey instrument was developed based on broad themesdentified by the Office of Minority Health as important to address inultural competence training and was administered using an online surveyool. Program directors of accredited dietetics educational programs foregistered dietitians were eligible to participate in the survey. Mainutcome measures were centered around the inclusion of courses, courseontent, skill building techniques, and assignments and activities relatedo cultural competency by type of dietetics education program. Perceivedmportance of inclusion of such curricula was also measured. Statisticalnalysis was performed using Fischer’s exact test of difference inroportions by program type.

esults: Less than 20% of all dietetics education program types teach aequired course in cultural competency. Cultural competence curriculaontent areas related to knowledge were more likely to be included thanhose related to skills and attitudes.

onclusions: Program directors of dietetics education programs foregistered dietitians believe that cultural competence curricula should bencluded in dietetics education, yet little is currently offered. Programirectors may wish to re-evaluate their current curriculum and includeecommended curricula components reported by the Office of Minorityealth for enhancing cultural competence of future registered dietitians.

unding Disclosure: None