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South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 1
NDI HANDBOOK SOUTH DAKOTA STATE UNIVERSITY NUTRITION & DIETETICS INTERNSHIP
(NDI)
2017-2018
Becky Jensen, MS, RDN, LN Department of Health and Nutritional Sciences
Nutrition & Dietetics Internship Program Director/Instructor Wagner 449, Box 2203
South Dakota State University Brookings, SD 57007
605-688-6619 [email protected]
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 2
Table of Contents
Introduction ............................................................................................................................................ 8
Accreditation Status ................................................................................................................................ 8
Pathway to Becoming an RD/RDN ........................................................................................................... 8
Program Director, Faculty & Advisory Committees ................................................................................... 9
Equal Opportunity and Affirmative Action ............................................................................................. 10
Mission, Goals and Objectives ............................................................................................................... 10 Program Goal 1: ............................................................................................................................................... 11
Program Objectives for Goal 1 .................................................................................................................................. 11 Program Goal 2: ............................................................................................................................................... 11
Program Objectives for Goal 2 .................................................................................................................................. 11
Admission Requirements and Recruitment ............................................................................................ 12 Pre-Selection Process ....................................................................................................................................... 12 Computer Matching Process............................................................................................................................. 13 DICAS Application ............................................................................................................................................ 13
NDI DICAS Application Checklist ............................................................................................................................... 13 Selection Process ............................................................................................................................................. 14
Program of Study .................................................................................................................................. 15 Track 1: ........................................................................................................................................................... 15 Track 2: ........................................................................................................................................................... 15 Track 3: ........................................................................................................................................................... 15 Graduate Assistantships ................................................................................................................................... 15 Focus Areas of Study ........................................................................................................................................ 15
Anticipated Costs the Student/Intern Will Be Responsible For................................................................ 16
Program and Institutional Level Policy and Procedures .......................................................................... 16 Insurance......................................................................................................................................................... 16 Financial Aid .................................................................................................................................................... 16 Graduate Research Assistantship ..................................................................................................................... 17 Withdrawal/Refund of Tuition and Fees ........................................................................................................... 17 Immunization Policy ........................................................................................................................................ 17 Student Services .............................................................................................................................................. 17 Disability Accommodations .............................................................................................................................. 17 Safety and Security .......................................................................................................................................... 18 Drug Free Environment .................................................................................................................................... 18 Travel .............................................................................................................................................................. 18 Professional Association Membership .............................................................................................................. 18 Photo Identification ......................................................................................................................................... 18 Academic Calendar .......................................................................................................................................... 18 Vacation, Holiday, and Absence Policies ........................................................................................................... 19 Leave of Absence ............................................................................................................................................. 19 Other Testing by Supervised Practice Sites........................................................................................................ 19 Injury or Illness While in Facility for Supervised Practice ................................................................................... 19 Your Permanent File ........................................................................................................................................ 19 Complaint Process ........................................................................................................................................... 20 Student Conduct Code ..................................................................................................................................... 20
NDI Program Related Procedures........................................................................................................... 20 Background Checks .......................................................................................................................................... 20
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 3
SDSU NDI Website ........................................................................................................................................... 21 SDSU NDI Facebook Page ................................................................................................................................. 21 Paperless Reporting and Documentation .......................................................................................................... 21 Techie Tools and Tutorials for Interns ............................................................................................................... 22 Program Retention and Remediation Procedures ............................................................................................. 22
Program Evaluation and Improvement .................................................................................................. 23
Curriculum and Learning Activities......................................................................................................... 25 Accreditation Council for Education in Nutrition and Dietetics Competencies .................................................... 25 Student Learning Outcomes Assessment and Curricular Improvement Plan ....................................................... 26 Curriculum Map ............................................................................................................................................... 27 Rotation Milestones ........................................................................................................................................ 28
Rotation Guidance Checklist ..................................................................................................................................... 28 Rotation Readiness .................................................................................................................................................... 29 During Rotations........................................................................................................................................................ 29
Hours and Summary Log .......................................................................................................................................................... 29 Supervised Practice (SP) Hours in Professional Work Settings (PWS) ................................................................................. 29 Supervised Practice (SP) Hours as Alternative Practice Experiences (APE) ......................................................................... 30 Other Items on the Hours & Summary Log ......................................................................................................................... 30 Preceptor Verification of Logs ............................................................................................................................................. 31
Progression of Learning ........................................................................................................................................................... 31 Orientation to Site Checklist .................................................................................................................................................... 31 Rotation Required Learning Activities/Assignments and Evaluation ...................................................................................... 32 Rubric Types ............................................................................................................................................................................. 32
Preceptor Assessment Rubric .............................................................................................................................................. 32 Assignment Rubrics.............................................................................................................................................................. 32 Mid and End of Rotation Evaluation of Performance Rubrics ............................................................................................. 32 Level of Performance ........................................................................................................................................................... 33
Remediation Plans ................................................................................................................................................................... 33 Competency Completion ......................................................................................................................................................... 33 Mid Rotation and End of Rotation Preceptor Evaluations ...................................................................................................... 33
End of Rotations ........................................................................................................................................................ 34 End of Rotation Intern Survey ................................................................................................................................................. 34
End of Program .......................................................................................................................................................... 35 Exit Review Survey ................................................................................................................................................................... 35 Preceptor Feedback Survey ..................................................................................................................................................... 35
On-Going Program Assessment and Improvement Surveys ..................................................................................... 36 Post Graduate Survey .............................................................................................................................................................. 36 Employer Supervisor Survey .................................................................................................................................................... 36
Program Completion Requirements ......................................................................................................................... 37 Tracking Intern Progress............................................................................................................................................ 37
Monthly Progress Reports ....................................................................................................................................................... 37 Intern Profile ............................................................................................................................................................................ 37 Faculty Advisor Feedback Survey ............................................................................................................................................ 37
NDI Competencies and Learning Activities Structure ......................................................................................... 38 Domain 1 ................................................................................................................................................................... 38 Domain 2 ................................................................................................................................................................... 39 Domain 3 ................................................................................................................................................................... 41 Domain 4 ................................................................................................................................................................... 42
SDSU NDI Community Nutrition (CN) Competencies ......................................................................................... 43 NUTR 795 NDI Practicum & Orientation Course (Summer)................................................................................. 44 NUTR 795 Practicum & Orientation Summer Schedule and Course Content Outline ........................................... 46 NUTR 794 Internship Course (Fall and Spring) ................................................................................................... 48 NUTR 795 Practicum & Orientation Assignments and Evaluation Rubrics........................................................... 50
Standards of Practice Quiz ........................................................................................................................................ 50
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Code of Ethics Quiz .................................................................................................................................................... 50 Professional Development Portfolio ......................................................................................................................... 50 Writing for the General Public Article ....................................................................................................................... 51 Motivational Interviewing ......................................................................................................................................... 53 Human Factors Exercise ............................................................................................................................................ 53
NUTR 794 Fall Assignment Instructions ............................................................................................................. 54 SDAND Attendance and Discussions ......................................................................................................................... 54 Cultural Competency ................................................................................................................................................. 54 IPE Day at USD ........................................................................................................................................................... 54
NUTR 794 Spring Assignment Instructions ........................................................................................................ 55 Resume, Cover Letter, LinkedIn Profile and Mock Interview.................................................................................... 55
NUTR Summer, Fall and/or Spring Assignment Instructions............................................................................... 55 Mentoring and Precepting Others ............................................................................................................................ 55
Research Rotation ................................................................................................................................. 56 Objectives ....................................................................................................................................................... 56 Typical Locations ............................................................................................................................................. 56 Preceptor Qualifications .................................................................................................................................. 56 Logged Hours ................................................................................................................................................... 56 Description of Experience, Activities, Assignments and Competencies ............................................................... 56
SDSU NDI Management Rotation ........................................................................................................... 57 Objectives ....................................................................................................................................................... 57 Typical Locations ............................................................................................................................................. 57 Preceptor Qualifications .................................................................................................................................. 57 Logged Hours ................................................................................................................................................... 57 Description of Experience, Activities, Assignments and Competencies ............................................................... 57 Progression of Learning .................................................................................................................................... 57 Management Rotation Assignment Instructions ............................................................................................... 58
Management Practice Exam and Self Assessment ................................................................................................... 58 Productivity Simulation ............................................................................................................................................. 58 Food Flow Report ...................................................................................................................................................... 58 Quality Assessment Report ....................................................................................................................................... 59 Sanitation and Safety Review .................................................................................................................................... 59 Inspection and Findings ............................................................................................................................................. 59 Recipe and Menu Development ................................................................................................................................ 60 Employee Inservice or Training ................................................................................................................................. 60 Staffing and Scheduling ............................................................................................................................................. 61 Capital Planning Report ............................................................................................................................................. 61 Feasibility Study......................................................................................................................................................... 61 Business Plan or Proposal Instructions ..................................................................................................................... 62 Staff Relief Management Instructions ...................................................................................................................... 62
SDSU NDI Clinical Rotation .................................................................................................................... 63 Objectives ....................................................................................................................................................... 63 Typical Locations ............................................................................................................................................. 63 Preceptor Qualifications .................................................................................................................................. 63 Logged Hours ................................................................................................................................................... 63 Description of Experience, Activities, Assignments and Competencies ............................................................... 63 Progression of Learning Recommendation ........................................................................................................ 63 Clinical Rotation Required Assignment Instructions .......................................................................................... 64
Practice Exam and Self Assessment Instructions ...................................................................................................... 64 Informatics Summary Report .................................................................................................................................... 64 Reimbursement Summary Report ............................................................................................................................ 64
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Personnel Support Referral Summary....................................................................................................................... 65 Interprofessional Meetings Summary Report ........................................................................................................... 65 Interprofessional Referral Summary Report ............................................................................................................. 65 Case Study: 1 (ETHO, TPN), 2 (Older Adult, GI, Enteral), 3(Chronic Kidney Disease) and 4 (Unintended Wt. Loss Older Adult) ............................................................................................................................................................... 65 Patient Care Worksheets: Overweight/Obesity, Diabetes, Cardiovascular, Cancer ................................................. 66 Case Study Presentation ........................................................................................................................................... 66 Nutrition Focused Physical Exam .............................................................................................................................. 67 Clinical Skills I, II and III (Staff Relief) ......................................................................................................................... 67 Develop Nutrition Education ..................................................................................................................................... 68 Provide Nutrition Education (Individual/Family) 1-5 ................................................................................................ 68 Provide Nutrition Education (Group) 1-3 .................................................................................................................. 68
SDSU NDI Community Rotation ............................................................................................................. 69 Objectives ....................................................................................................................................................... 69 Typical Locations ............................................................................................................................................. 69 Preceptor Qualifications .................................................................................................................................. 69 Logged Hours ................................................................................................................................................... 69 Description of Experience ................................................................................................................................ 69 Progression of Learning Recommendation ........................................................................................................ 69 Community Rotation Required Assignments ..................................................................................................... 70
Practice Exam and Self Assessment Instructions ...................................................................................................... 70 Legislation and Advocacy Exploration instructions ................................................................................................... 70 WIC Online Learning Modules ................................................................................................................................... 70 Smarter Lunchrooms Training ................................................................................................................................... 71 Food Waste in America Review................................................................................................................................. 71 Develop Nutrition Education ..................................................................................................................................... 72 Provide Nutrition Education (Individual/Family) 1-5 ................................................................................................ 72 Provide Nutrition Education (Group) 1-3 .................................................................................................................. 72 School Wellness Intervention Instructions ............................................................................................................... 73 Community Wellness Intervention: Limited Resource Target Audience ................................................................. 73 Community Assessment and Diagnosis Activity Instructions ................................................................................... 74 Community Intervention Activity Instructions .......................................................................................................... 74 Community Monitoring and Evaluation Activity Instructions ................................................................................... 75
Supervised Practice ............................................................................................................................... 76 Site Selection and Evaluation ........................................................................................................................... 76 Minimum Hours Requirements ........................................................................................................................ 77 Prior Assessed Learning (PAL) ........................................................................................................................... 78
Sites and Scheduling .............................................................................................................................. 79 Sites ................................................................................................................................................................ 79 Regional Rotation Placements .......................................................................................................................... 79 Site List ............................................................................................................................................................ 80 Scheduling ....................................................................................................................................................... 81 Unique Experience Opportunities ..................................................................................................................... 81
Preceptors ............................................................................................................................................ 82 Benefits of Being a Preceptor ........................................................................................................................... 82 Role of a Preceptor .......................................................................................................................................... 82 Responsibilities of a Preceptor ......................................................................................................................... 82 Preceptor Training ........................................................................................................................................... 83
NDI Online Preceptor Training .................................................................................................................................. 83 Preceptor Continuing Professional Education Opportunities ............................................................................. 83 Preceptor/Site Professional Development Awards ............................................................................................ 83
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Interns .................................................................................................................................................. 84 Intern Responsibilities ..................................................................................................................................... 84 Tips for Success During Supervised Practice ...................................................................................................... 84
Self-Assessment: Acceptance of Placement ............................................................................................................. 84 Routine Office Matters .............................................................................................................................................. 84 Orientation ................................................................................................................................................................ 84 Integrating into the New Environment ..................................................................................................................... 85 Establishing the Task(s) & Assignments .................................................................................................................... 85 Developing Student/Preceptor Rapport ................................................................................................................... 85 Vital Elements of Successful Experience ................................................................................................................... 86 Future Direction ........................................................................................................................................................ 86
Appendix .............................................................................................................................................. 87 Master Checklist .............................................................................................................................................. 87 Acknowledgement of Receipt of Policy Handbook ............................................................................................ 89 Management Rotation Hours and Summary Log ............................................................................................... 91 Clinical Rotation Hours and Summary Log ......................................................................................................... 93 Community Rotation Hours and Summary Log .................................................................................................. 95 Approved Alternative Practice Experiences....................................................................................................... 97 SDSU NDI Mid or End of Rotation Preceptor Evaluation .................................................................................... 99 SDSU NDI Assignment Cover Sheet ................................................................................................................. 101 SDSU NDI Patient Care Worksheet (PCW) ....................................................................................................... 103 Preceptor Assessment Rubric ......................................................................................................................... 107 Job Seeking Rubric ......................................................................................................................................... 109 Productivity Simulation Rubric ....................................................................................................................... 111 Writing for the General Public Article Rubric................................................................................................... 113 Recipe and Menu Development Rubric ........................................................................................................... 115 Employee Inservice or Training Rubric ............................................................................................................ 117 Business Plan or Proposal Rubric .................................................................................................................... 119 Staff Relief Management Rubric ..................................................................................................................... 121 Nutrition Care Process Evaluation Rubric ........................................................................................................ 123 Case Study Presentation Rubric ...................................................................................................................... 125 Develop Nutrition Education Rubric ............................................................................................................... 127 Provide Nutrition Education (Individual/Family) Rubric................................................................................... 129 Provide Nutrition Education (Group) Rubric .................................................................................................... 131 Nutrition Focused Physical Exam Rubric ......................................................................................................... 133 Clinical Skills I Rubric ...................................................................................................................................... 135 Clinical Skills II Rubric ..................................................................................................................................... 137 Clinical Skills III (Staff Relief) Rubric ................................................................................................................ 139 Community Assessment and Diagnosis Rubric ................................................................................................ 142 Community Intervention Activity ................................................................................................................... 144 Community Monitoring and Evaluation Activity .............................................................................................. 146 PAL Competency Form ................................................................................................................................... 148
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South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 8
Introduction Welcome to South Dakota State University (SDSU) and the Nutrition and Dietetic Internship (NDI)! The NDI at SDSU is combined with a graduate degree. This handbook is not a contract for the SDSU NDI internship. It serves to provide information about the program as well as the policies and procedures governing the program. The information, policies, and procedures in this handbook are intended to be supportive and are subject to all South Dakota Board of Regents (SDBOR) and SDSU policies and procedures. Interns are expected to also review and follow the policies in the SDSU Graduate Catalog (http://catalog.sdstate.edu/index.php?catoid=28) and the SDSU Health and Nutritional Sciences (HNS) Graduate Student Handbook (http://www.sdstate.edu/health-and-nutritional-sciences/graduate-program). The NDI Handbook will be revised annually and each revised edition fully replaces previous versions. The NDI Handbook is also available on the SDSU HNS website under the Nutrition and Dietetic Internship Program. Program outcomes data are available on request by contacting the NDI Program Director, Becky Jensen via e-mail at: [email protected].
Accreditation Status The granting of candidate status denotes a developmental program, which is expected to mature in accord with stated plans and within a defined time period. Reasonable assurances are expected to be provided that the program may become accredited as programmatic experiences are gained, generally, by the time the first class has graduated. Graduates of a class designated as having candidate status have the same rights and privileges as graduates of an accredited program.
Pathway to Becoming an RD/RDN
For additional information on the educational and professional requirements for Registered Dietitians, go to: http://www.eatright.org/BecomeanRDorDTR/content.aspx?id=8143 SD is among 46 states that have enacted legislation regulating the practice of dietetics. State licensure and state certification are separate from the registration exam by CDR. Information on state licensure which may be required before an RD/RDN can practice in several states is provided on the CDR website at: https://www.cdrnet.org/state-licensure. The SD codified law & administrative rules regarding dietetics and nutrition and the state licensure process are found at: http://sdlegislature.gov/Statutes/Codified_Laws/DisplayStatute.aspx?Statute=36-10B&Type=Statute. Application information for the SD Licensed Nutritionist process is available on the SD Board of Medical & Osteopathic Examiners site at: http://www.sdbmoe.gov/content/licensed-nutritionistdietitian-ln.
Complete Minimum of a Bachelor's Degree from an Undergraduate Accredited Didactic Program in Dietetics
Complete an ACEND-Accreditated Supervised Practice Program
Pass a National Exam administered by the Commission on Dietetic Registration (CDR)
Complete Continuing Professional Education Requirements
The South Dakota State University Nutrition and Dietetic Internship has been granted candidate status by the Accreditation Council for Education in Nutrition and Dietetics of the Academy of Nutrition and Dietetics, 120 South Riverside Plaza, Suite 2190, Chicago, IL 60606-6995, (800) 877-1600 ext 5400. http://www.eatright.org/ACEND
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Program Director, Faculty & Advisory Committees
Becky Jensen, MS, RDN, LN Nutrition and Dietetic Internship Program Director, Instructor https://www.sdstate.edu/directory/becky-jensen [email protected]
Kendra Kattelmann, PhD, RDN, LN, FAND Health and Nutritional Sciences Department Head https://www.sdstate.edu/directory/kendra-kattelmann [email protected]
Suzanne Stluka, MS, RD, LN Program Director, SDSU Extension Food and Families https://www.sdstate.edu/directory/suzanne-stluka [email protected]
Igor Sergeev, PhD, DSc Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/igor-sergeev [email protected]
Jessica Meendering, PhD, EP-C Associate Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/jessica-meendering [email protected]
Lacey McCormack, PhD, MPH, RD, LN, EP-C Assistant Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/lacey-mccormack [email protected]
Elizabeth Droke, PhD, RDN Associate Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/elizabeth-droke [email protected]
Cydne Perry, PhD Assistant Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/cydne-perry [email protected]
Moul Dey, PhD Associate Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/moul-dey [email protected]
Bradley Bowser, PhD Assistant Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/bradley-bowser [email protected]
Lee Weidauer, PhDAssistant Professor in Health and Nutritional Scienceshttps://www.sdstate.edu/directory/lee-weidauer
Gary VanGuilder, PhD Assistant Professor in Health and Nutritional Sciences https://www.sdstate.edu/directory/gary-van-guilder [email protected]
Internal Advisory Committee Faculty/Staff serve as an internal advisory committee with the NDI Program Director to review applications, curriculum, outcome measures and on-going improvement. This committee meets at least quarterly.
External Advisory Committee The external advisory committee is composed of facility representatives and site preceptors. This committee meets at least annually to review the NDI program. In addition, current interns and program graduates are invited to serve on this advisory committee.
Academic Advisory Committee The student and academic advisor/major professor work together on forming the student’s advisory committee for their graduate work (Plan B – non-thesis or Plan A – thesis). The purpose of the advisory committee is to oversee the progress toward completion of the degree program. The committee also serves as the Examination Committee for the written and/or oral final examination(s). It is the responsibility of the student to visit with the faculty members (with the exception of the graduate faculty representative) to ask them to serve on the committee. Additional information can be found in the graduate catalog at: http://catalog.sdstate.edu/index.php?catoid=28
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Equal Opportunity and Affirmative Action
SDSU has a well-established commitment to maintaining an environment free from discrimination and harassment, in accordance with federal and state law and SDBOR and University policy. The University offers equal opportunities in employment and for access to and participation in education, extension, and other services at the University to all persons qualified by academic preparation, experience, and ability for the various levels of employment or academic program or other University service, without discrimination based on sex, race, color, creed, national origin, ancestry, citizenship, gender, gender identification, transgender, sexual orientation, religion, age, disability, genetic information, veteran status, or any other status that may become protected under law against discrimination. Retaliation for making a report is strictly prohibited.
SDSU and SDBOR policies related to equal opportunity, non-discrimination, affirmative action and harassment are posted on the SDSU website at: http://www.sdstate.edu/hr/equal-opportunity/index.cfm and http://www.sdstate.edu/policies/section-4.cfm Students, staff, and other individuals are encouraged to contact the Title IX/EEO Coordinator with any questions and concerns:
Michelle Johnson, Ed.D. Title IX/EEO Coordinator, Affirmative Action Officer South Dakota State University , Administration Building Room 100 , Brookings, SD 57007 Phone: 605.688.4128 , [email protected] An online reporting system is also available at: http://www.sdstate.edu/hr/equal-opportunity/index.cfm
Mission, Goals and Objectives
The mission of the NDI at SDSU is as follows:
To integrate graduate-level education and research with supervised practice engagement to prepare entry-level dietitians to enter the workforce and dedicate their career to improving the health of individuals, families and communities.
As a program within the HNS Department of SDSU, it is important that our values pertain to both our institutional and departmental missions. The mission of the proposed SDSU NDI encompasses the value of our institutional mission, which is that: “South Dakota State University offers a rich academic experience in an environment of inclusion and access through inspired, student-centered education, creative activities and research, innovation and engagement that improve the quality of life in South Dakota, the region, the nation and the world.” Within the institution, the mission and values for the Department of HNS where the program is housed is as follows: “We are dedicated to improving quality of life regionally, nationally, and globally by fostering lifelong learners, conducting innovative science, and delivering effective outreach in the areas of health and nutrition.”
With the institution and department missions in mind, our proposed program offers individuals a unique opportunity to expand their knowledge through both education and supervised practice in a variety of settings; providing workforce competency, valued contribution and growth as future dietetic professionals. With a focus on community nutrition, dietetic interns will gain the knowledge and experience needed to reach diverse and often underserved populations in rural settings. In addition, the community nutrition focus and outreach will be positively impacted by SDSU Extension outreach through its Food and Families Capstone (igrow.org). Experiences will be strengthened and likely build capacity due to the already strong existing partnerships with governmental and non-governmental SD organizations and stakeholders in the private and public sectors. Interns will also gain hands on experiences in multiple facets, learning to navigate within the scope of practice in a variety of settings including not only community, but also clinical- and management-focused settings. The cumulative experiences offered through the proposed SDSU NDI prepare future registered dietitians for the national exam required for practice.
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Program Goal 1:
The program will develop competent entry-level dietetic practitioners at the graduate level with the skills required to provide professional services aimed at improving the health and quality of life for individuals, families and communities.
Program Objectives for Goal 1
Objectives*
1 90% of program graduates take the CDR credentialing exam for dietitian nutritionists within 12 months of program completion.
2 80% of program graduates pass the CDR credentialing exam for dietitian nutritionists within one year of first attempt.
3 90% of program interns complete program requirements for verification within 22 – 33 months for track 1, 22 – 51 months for track 2 and 12-18 months for track 3 (100-150% of program length).
4 Of graduates who seek employment, 70% are employed in nutrition and dietetics or related fields within 12 months of program completion.
5 50% of program graduates responding to the post graduate survey at 12-18 months post program completion who are employed in nutrition and dietetics or related fields will rank their perceived skill level in competencies at 3.0 or > on a 5.0 scale with 5.0 being the highest skilled ranking.
6 50% of supervisors responding to the employee satisfaction survey for program graduates at 12-18 months post program completion who are employed in nutrition and dietetics or related fields will rank their perceived skill level of the program graduate’s competencies and preparation for entry-level practice at 3.0 or > on a 5.0 scale with 5.0 being the highest skilled ranking.
Program Goal 2:
The program will prepare dietetic practitioners at the graduate level who are committed to lifelong learning, service and community engagement.
Program Objectives for Goal 2
Objectives** 1 80% of program graduates responding to the post graduate survey, rank their lifelong learning attitude and
practices at a 3.0 or > on a 5.0 scale with 5.0 being the highest ranking.
2 80% of program graduates responding to the post graduate survey, report involvement in one or more activities related to leadership and service either through their employment, professional organizations, scholarly pursuits, or volunteer activities.
3 80% of program graduates responding to the post graduate survey, report engagement in one or more community service related activities either through their employment, professional organizations, scholarly pursuits, or volunteer activities.
**The target measure for employment rate was determined utilizing data of the number of registered dietitians as of December 1, 2013 from the Commission on Dietetic Registration. Accessed 12/12/2014. http://www.cdrnet.org/certifications/number-of-registered-dietitians-by-state and data from the United States Department of Labor, Bureau of Labor Statistics: Occupational Employment and Wages, May 2013 for Dietitians and Nutritionists . Accessed 12/12/2014. http://www.bls.gov/oes/current/oes291031.htm (Number of RD’s = 89,300; Number of employed dietitians and nutritionists = 59,530; Estimated employment rate = 67%) Statistics on the number of retired RD’s was not included in the estimate.
* Objectives are evaluated annually using an average of data from the previous three years. Program outcomes data are available upon request. Contact the NDI Program Director at, [email protected] or call 605-688-6619
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Admission Requirements and Recruitment
The NDI at SDSU consists of three plans of study tracks with a maximum of 15 interns selected each year.
• Track 1: Master’s degree seeking students who will complete required coursework and a critical review paper to meetgraduate degree requirements + supervised practice hours for the dietetic internship. (degree seeking)
• Track 2: Master’s degree seeking students who will complete required coursework and a research thesis to meet graduatedegree requirements + supervised practice hours for the dietetic internship. (degree seeking)
• Track 3: Individuals who already have a master’s degree who will complete supervised practice hours for the dieteticinternship (non-degree seeking).
Up to 8 of the total 15 slots may be filled with individuals who meet preselect eligibility requirements and are accepted during the preselect process. Qualified applicants will be considered to fill the 15 available slots, with a preference for degree seeking students in tracks 1 or 2. Up to 3 individuals per year may be considered for Track 3.
The NDI program will consider students who have:
• A Didactic Program in Dietetics (DPD) verification statement from an ACEND-accredited DPD program and a bachelor’sdegree from a US regionally accredited college or university. If a Declaration of Intent to complete an ACEND-accreditedDPD program is provided during the application process, a DPD verification statement will be required before beginningthe program.
• Minimum cumulative GPA of 3.0 based on a 4.0 system for applicants applying during the Computer Matching Process.
• TOEFL (department requirements): 550 paper-based, 213 computer-based, 79-80 Internet-based; IELTS 6.0. Onlyapplicable for International students.
• GRE: Required for applicants who did not graduate with a baccalaureate degree from SDSU. A minimum of 300 ispreferred.
• Completed a DICAS application and registration in D&D Digital by the due dates specified in this handbook.
Pre-Selection Process
Up to 8 individuals may be selected during the preselect process for the SDSU NDI. To be eligible for the preselect application process, students must be:
• Currently enrolled in the SDSU DPD Program with plans to complete by May of the spring cycle.
• Minimum cumulative GPA of 3.5, minimum Didactic Program in Dietetics (DPD) Professional GPA of 3.5 and a minimumScience GPA of 3.0 on a 4.0 system
Current SDSU graduate students who have a degree from the SDSU DPD program are not eligible to apply during the preselect process but are encouraged to apply during the computer matching process.
A complete and uploaded DICAS application will be required for the preselect process with inclusion of official transcripts of Fall grades by January 15th of each calendar year. Notification of acceptance or rejection into the SDSU NDI for pre-select eligible applicants will occur by January 31. The number of pre-selected applicants that have been accepted into the SDSU NDI will be posted on the NDI website by February 1st of each calendar year. Interns accepted into the SDSU NDI program thru the pre-selection process must withdraw from DICAS and D&D Computer Match if they were registered. The SDSU NDI Program Director is required to e-mail a list of all preselected applicants who have accepted the internship to D& D Digital on February 1 of each calendar year. If an applicant is not pre-selected, they may apply again to the SDSU NDI through the usual computer matching process.
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Computer Matching Process
Program slots not filled through the pre-selection process will be filled through participation in the computer matching process via the D&D Digital Systems Computer Matching Process (https://www.dnddigital.com/ada/index.php) and DICAS Central Application System (https://portal.dicas.org/) Deadlines will be in compliance with the spring internship match guidelines and all application materials will be submitted through the DICAS system. Additional deadlines and instructions regarding the Spring Match can be viewed at: https://www.dnddigital.com/ada/index.php The prospective intern applicant is responsible for any fees associated with the DICAS application and D&D Digital registration. DICAS fees are $45 to submit the first application and $20 for each additional application. The registration fee for D&D Digital is $55.
DICAS Application
• DICAS opens to allow applicants to begin their application in early December of each calendar year and closes in February of each calendar year. Dates specific to the DICAS spring cycle application year can be found at: https://portal.dicas.org/
• Instructions for completing the DICAS application are also included on the above website and should be reviewed thoroughly by the applicant prior to submitting their application. Preselect eligible DICAS applications are due by Jan. 15th of each calendar year and deadlines for the DICAS application for applicants participating in the computer matching process will be in compliance with the DICAS and D&D Spring Cycle Deadlines.
NDI DICAS Application Checklist • Personal Statement - In addition to the personal statement points suggested in DICAS, include the following: Why does the
SDSU NDI appeal to you and why do you think it could be a good fit to meet your goals? Word limit is 1,000 words or less.
• Resume
• References - Three references are required with at least one reference from faculty in the undergraduate DPD dietetics program and at least one reference from an employer or volunteer work supervisor.
• Application Certification
• Program Designations
• Transcripts
• DPD Course List Form
• Applicant and Educational Information
• GRE score - required for any students who did not complete their undergraduate DPD in dietetics program at SDSU. The GRE is not required for students who completed their undergraduate degree or graduate degree from SDSU or for students who already have a graduate degree from any university.
• TOEFL - Only required for international students.
• NDI Supplemental Form - Download and complete the SDSU NDI Supplemental form. This form must be completed and uploaded under supplemental materials in the DICAS application. This form can also be downloaded from the SDSU NDI website under, “How to Apply”: https://www.sdstate.edu/health-and-nutritional-sciences/application-admission
Incomplete DICAS application packets will not be considered. All components of the DICAS application must be completed. In the Awards, Experience and Volunteer Activities section, applicants are encouraged to be as thorough as possible. If awards, etc. were not received, indicate none instead of leaving the section blank. The SDSU NDI does not have a separate application or application fee for the preselect or computer matching process apart from the application and fees associated with DICAS and D&D as noted above.
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Selection Process
The SDSU NDI selection committee which is comprised of the NDI Program Director, HNS faculty and preceptors from management, clinical and community will review applications, score on a 100-point scale and provide feedback for selection consideration. Selection criteria evaluated include academic record, work and volunteer experiences, awards, scholarship, service, references and personal statement. If selected into the SDSU NDI, admission is conditional and final approval will be dependent on the following:
• A signed Didactic Program in Dietetics (DPD) verification statement from an ACEND-accredited DPD program if not already provided during the application process.
• SDSU Graduate school acceptance. All applicants will be required to complete the SDSU Graduate school application found at: http://www.sdstate.edu/graduate-school. The SDSU Graduate School application does not have to be completed until an intern has been selected to the NDI. Once accepted into the SDSU NDI; the Program Director will provide preselected and computer matched interns with further directions for completion of the online SDSU Graduate School application. Accepted interns will be responsible for paying the $35 application fee at the time of application.”
• Criminal background check. The background check will be completed by Verified Credentials. The NDI Program Director will provide specific instructions and a program code for completing the background check.
Track 3 individuals who have completed a graduate degree in addition to having a DPD verification statement from an ACEND-accredited DPD program (and a bachelor’s degree from a US regionally accredited college or university) will also be eligible to apply for the internship. Qualified applicants will be considered to fill the 15 available slots, with a preference for degree seeking students in tracks 1 or 2. Up to 3 individuals per year may be considered for Track 3. These prospective students would participate in the DICAS computer matching process where they would indicate they have a graduate degree. Once matched, they would apply to our graduate program as a non-degree seeking student. These individuals would need to complete the NFS 795 Nutrition and Dietetic Internship Practicum and Orientation Course and register for NUTR 794 internship credits during their supervised practice. Because 40 hours of research for the internship have been built into the corresponding graduate program as supervised practice, individuals coming in with a graduate degree would need to provide evidence of completing similar hours as part of their graduate program. This would be done through transcript review indicating a graduate-level course was taken that included at least 40 hours of supervised practice research work meeting CRDN 1.5. If an individual does not meet criteria for having completed the necessary research hours as part of their prior degree program, they will have the option to take the HNS Research Problems course that has 40 hours of supervised practice research activity built into the course. Recruitment of applicants is completed by listing the internship on the ACEND website, through information about the internship posted on the SDSU website, through a dietetic internship open house announced nationally through the Dietetic Educators and Preceptors list serve and by having a booth at the national Food and Nutrition Conference and Expo’s Student Recruitment Fair. The internship follows all state and federal laws and regulations to ensure nondiscrimination and equal opportunity.
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Program of Study
Track 1:Master’s degree seeking students who will complete required coursework and a critical review paper to meet graduate degree requirements + supervised practice hours for the dietetic internship. (completion in 22-24 months; supervised practice rotation hours completed in the final year)*
Track 2:
Master’s degree seeking students who will complete required coursework and a research thesis to meet graduate degreerequirements + supervised practice hours for the dietetic internship. (completion in 22-24 months with up to 36 months allowed depending on research plan; supervised practice rotation hours completed in the final year)*
Track 3:
Individuals who already have a master’s degree who will complete supervised practice hours for the dietetic internship. (completion of supervised practice rotation hours in 12 months) *
Graduate Assistantships
A limited number of graduate assistantships may be available. Graduate assistantships (GA) require students to work a certainnumber of hours per week depending on the % time of employment they are hired (i.e. 25% = approximately 10 hours/week).Full tuition is covered for GA positions in addition to students also receiving a monthly stipend. Students interested in graduateassistantships can discuss the possibility with their graduate academic advisor.
Outside employment during the final year of the student’s program while engaged in supervised practice is not recommended.Completion of remaining graduate coursework, critical review paper or thesis and supervised practice rotation hours are rigorousand require a full-time commitment from the student.
Focus Areas of StudyThe graduate coursework within the SDSU NDI program for an MS degree in Nutrition and Exercise Sciences allows students theoption of completing electives towards a Nutritional Sciences or Exercise Science Specialization.
Additional information on required and elective courses and the plans of study for the community or sports nutrition focus are found in the Health and Nutritional Sciences Graduate Student Handbook: http://www.sdstate.edu/health-and-nutritional-sciences/graduate-program.
A brief description of each graduate course is also provided in the SDSU online Graduate School Catalog: (http://catalog.sdstate.edu/index.php?catoid=28)
*The NDI is a full-time program with spring semester completion expected during the student's final academic year in theprogram. Track 1 and 2 students must start the NDI program by the university fall semester start date of the year they areaccepted into the program. Tracks 1 and 2 are considered 2-yr plans with up to 36 months allowed for track 2.Track 3 individuals must start the program by the summer semester of the year accepted into the NDI. A graduate student mustbe admitted as a degree-seeking student and be taking at least five credits per semester to be eligible for Federal student aid.The supervised practice portion of the internship is planned after completion of the NUTR 795 Practicum Nutrition & DieteticsCourse and during the intern’s final year of graduate course work. Students must complete the MS in Nutrition and ExerciseScience degree requirements and their required supervised practice hours to receive their verification statement to take theregistration examination. Information on the existing MS program offered through the department is available in the SDSUGraduate Catalog (http://catalog.sdstate.edu/index.php?catoid=28) and on the HNS Department website (http://www.sdstate.edu/health-and-nutritional-sciences/graduate-program). A brief description of each graduate course is alsoprovided in the SDSU online Graduate School Catalog.
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Anticipated Costs the Student/Intern Will Be Responsible For
*The internship fee covers the costs associated with practice exams for the registration exam for dietitians, a portion of theprogram director salary, supplemental intern training materials, professional development for preceptors, ACEND annualaccreditation fees, professional development related expenses for program director and interns and printing, telephone, suppliesetc. related to the internship program.
*The internship program fee base is $9,000/yr, subject to a 0-2% increase per year dependent on institutional policy. Half($4,530) of the internship program fee is due at the start of the first fall semester the intern is enrolled in graduate classestowards completion of the internship. For example, if an intern is accepted into the internship during either the Spring Preselector Spring Computer Match Process; their first internship program payment will be due the following Fall of that same yearregardless of whether they plan to complete the entire program in 1, 2 or 3 years. The remaining half ($4,530) will be due at thestart of the subsequent Spring semester. The due dates for the internship program fees will be the same as the due datesestablished by the university for tuition and fees for each semester.
**Includes liability insurance, students will be registered for practicum and internship credits during their supervised practice rotations and a $15 fee for liability insurance will be charged through tuition and fees.
Program and Institutional Level Policy and Procedures
Insurance
Liability insurance will be charged from tuition and fees as noted in costs above. All interns are required to have health insurance. Documentation of health insurance coverage is required prior to beginning the internship.
Financial Aid
Graduate students must be admitted as degree-seeking students and be taking at least five credits per semester to be eligible for Federal Financial Aid. Any prior student loans must be deferred. The following information is inserted directly from the SDSU Graduate School Catalog (http://catalog.sdstate.edu/index.php?catoid=28). Student financial assistance programs are administered through the student Financial Aid Office in the Enrollment Services Center. They may be contacted at 605-688-4695 or via mail at [email protected] for more information. Graduate assistantships, fellowships, and traineeships are administered by the department or program involved. Students enrolled in SDSU certificate programs are not eligible for federal student financial aid. The non-federal alternative loan programs may be used for students meeting the lender criteria as found at www.sdstate.edu (alternative loans). Please contact the SDSU Financial Aid Office if you have any questions. https://www.sdstate.edu/office-admissions/office-financial-aid
Estimated Cost
Internship Fee* $9,060
Graduate Application Fee $35 Tuition and Fees**
• Resident (tuition and mandatory fees per credit hour, $356.35/credit hour X 35 credits)
• Non-Resident (tuition and mandatory fees per credit hour, $646.70/credit hour X 35 credits)Additional information on the SDSU Cashier’s site: http://www.sdstate.edu/cashiers-office
Resident $12,472
Non Resident $22,634
Background Check $81
Drug testing if required by the supervised practice site (variable) $25-50
Immunizations if applicable $50-$150 Travel (variable depending on rotation site and living arrangements) $50-200/month
Housing (highly variable, additional information at: https://offcampushousing.sdstate.edu/) $300-700/month
Books $200-500
Student Professional Academy of Nutrition and Dietetic Membership $50/year
Lab coat $30-50
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Graduate Research Assistantship
Graduate students in the dietetic internship may be eligible for a graduate assistantship. The number of available assistantships is based on grant funding. Students on graduate assistantships may have be eligible for tuition remission. The reduction does not apply to fees. To be eligible for the reduced tuition, a student must be under contract for a minimum of 25% time per semester up to a maximum of 49% time per semester. Time to complete the entire NDI program may be increased with participation in a graduate assistantship. Additional information on SDSU graduate school and assistantships can be found in the SDSU Graduate Catalog: http://catalog.sdstate.edu/index.php?catoid=28
Withdrawal/Refund of Tuition and Fees
According to the withdrawal and refund policy at SDSU:
• When students withdraw from school, tuition and fees are assessed or credited, as appropriate, according to the date thestudent officially notifies SDSU of intent to withdraw by contacting the SDSU Registrar's Office. Room charges and mealplans are adjusted according to the residence hall and meal plan usage.
• The federal refund policy will be used for all students receiving federal aid. If you received loan money, the University willcalculate the amount of your loan that was "earned" according to your date of withdrawal, following federal Title IVregulations. The unearned portion will be paid back to your lender by the University. This amount paid by the Universityto your lender will then be charged to your University account. If this amount is larger than the credits on your accountfollowing withdrawal, you will be required to pay the difference due.
Immunization Policy
The dietetic internship follows the student immunization policy of SDSU (http://www.sdstate.edu/wellness-center/immunization-health-requirements. Interns must complete the required immunizations prior to beginning rotations. The cost of obtaining the required immunizations is the responsibility of the intern. Occasionally, clinical rotation sites may require additional tests or screening in addition to the requirements of the internship. It is the responsibility of the intern to cover these additional costs unless the clinical rotation site offers to cover the cost for the intern. All of the SDSU NDI interns will provide proof of the following prior to starting supervised practice:
1. Proof of Hepatitis B series2. Proof of Measles, Mumps and Rubella (MMR) 2 dose series3. Proof of one time does of Tetnus/Diptheria/Pertussis (Tdap)4. TB Skin Test completed within the last twelve months5. Seasonal flu shot by Oct. 16. Proof of varicella immunity or vaccination
Student Services
SDSU provides a variety of services to assist students.
• Office of Career Development: http://www.sdstate.edu/career-development
• Tutoring support: http://www.sdstate.edu/trio-programs/tutoring
• Writing Center: http://www.sdstate.edu/english/writing-center
• Housing: http://www.sdstate.edu/residential-life/housing-information• Campus Dining: http://www.sdstate.edu/camps-conferences/dining-food
• Multicultural Center: http://www.sdstate.edu/student-life/multicultural-center
• Veterans Affairs: http://www.sdstate.edu/student-life/veterans-affairs-office
• American Indian Education and Cultural Center: http://www.sdstate.edu/american-indian-student-center
• Hilton M. Briggs Library (campus and online services): http://www.sdstate.edu/hilton-m-briggs-library
• Counseling Services: http://www.sdstate.edu/wellness-center/counseling-services
• Student Health Clinic: http://www.sdstate.edu/wellness-center/student-health-clinic
Disability Accommodations
Students with disabilities should discuss potential accommodations for their supervised practice hours with the SDSU NDI Program Director. Accommodations related to academic graduate coursework should be directed to Disability Services. Information on reasonable accommodations and accessibility can be found at: http://www.sdstate.edu/student-life/disability-services
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Safety and Security
SDSU implements a campus alert system to notify students, faculty, and staff of any safety threats or severe weather emergencies. To register for this free service, go to: http://www.sdstate.edu/safety-security
SDSU is committed to violence prevention and education. Information concerning prevention, warning signs and what to do in identifying and responding to a threat or concern are outlined on the SDSU Violence Prevention and Education webpage: http://www.sdstate.edu/safety-security/violence-prevention-and-education
On- campus emergencies should be reported by dialing 1-1-1 for the SDSU Police Department or 911 for the Brookings Police Department. For non-emergency assistance, the SDSU Police Department can be contacted at 605-688-5117 and is located in the Alvida Myre Sorenson Center at the corner of Medary Avenue and Harvey Dunn in Brookings, SD. The 2014 Annual Campus Security Report containing additional information regarding safety and security as well as statistics concerning criminal activity is available at: http://www.sdstate.edu/safety-security
Drug Free Environment
The unlawful manufacture, distribution, dispensing, possession, or use of controlled substances by its employees and agents while on duty or while in any workplace controlled by the University, to include vehicles owned by the University is prohibited. In compliance with the Drug-Free Schools and Communities Act Amendments of 1989, the University strictly prohibits the unlawful possession, use, manufacture, or distribution of alcohol, marijuana or controlled substances by its students or employees while on University controlled property or while participating in any capacity in activities or employments sponsored by it. Any person violating the proscriptions outlined in SDBOR policies 4:27 and 3:4 shall be subject to appropriate disciplinary action as outlined in the SDBOR and SDSU policies. http://www.sdstate.edu/policies-and-procedures
Travel
Dietetic interns are responsible for their safety as they travel to and from assigned rotations, classes, and other internship required travel. Interns are required to carry adequate liability insurance covering themselves and any other interns they might carry in their vehicle. Before admission to the dietetic internship, interns must provide a copy of their driver’s license and a copy of their automobile insurance. The dietetic internship is not liable for the safety of the interns when traveling in their own vehicle or the vehicle of other interns or preceptors. Interns should check weather and road conditions and only travel when it is safe to do so. Interns are required to communicate with preceptors and the internship director in the event that weather or road conditions prevent them from attending their assigned rotation location or class. Occasionally, group travel arrangements may be necessary for professional meetings and training. This type of travel may be covered by the internship, subject to travel policies and procedures of SDSU and the SDBOR.
Professional Association Membership
It is the requirement of the dietetic internship that all interns must be a member of the Academy of Nutrition and Dietetics while in the internship. Proof of student membership will be required prior to starting the internship.
Photo Identification
All interns will receive an SDSU student photo identification card. This identification card is to be worn at all times during rotation experiences unless the facility requires the student to wear a facility required id card or badge.
Academic Calendar
Students/interns in the SDSU NDI will observe the SDSU academic calendar for term start/end dates and holidays. The SDSU academic calendar is updated yearly and can be downloaded from: http://www.sdstate.edu/academic-calendar
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Vacation, Holiday, and Absence Policies
Interns are personally responsible for their attendance at all scheduled lectures, classes, rotation experiences, internship assignments, etc. Absences from scheduled work hours will be excused only under extraordinary circumstances (i.e. death in the family, personal illness, etc.) For an extended illness, a leave of absence will be considered. If the absence is approved, all possible efforts will be made by the NDI Program Director to provide the intern with options for making up missed hours of direct supervised experience. Any time requested off must be brought to the attention of the NDI Program Director at least two weeks prior to the requested time off. Once the NDI Program Director has approved the request, the intern will go to the preceptor and request the time off and determine how the time will be made up. Any time missed must be rescheduled. Dietetic interns during the supervised practice may have approximately a 2 week holiday break if the experiences of their first rotation are completed prior to Christmas and approved by the current supervised practice preceptor. Some preceptors have requested that intern hours reflect the hours that staff are working and will not receive time off between the Christmas and New Year holidays. Additional holidays will follow the policies of the rotation sites in which the intern is currently participating. Additional vacation time is not allowed due to time limitations and workloads. Individual circumstances will be reviewed on a case-by-case basis following review of status of internship progress. SDSU classes are rarely closed due to inclement weather; however, notification is through local radio stations and MyState. During rotation experiences, contact preceptor for policies applicable to that rotation site. Interns are advised that they are not to travel if they feel the roads are unsafe. Interns are required to make up time missed due to inclement weather conditions.
Leave of Absence
A leave of absence from the Dietetic Internship Program may be granted by the director of the program for a specific period of time if deemed necessary for medical or personal reasons. Such intern will be permitted to resume work upon satisfactory resolution of the issue necessitating the leave of absence without repetition of work provided resumption occurs within one academic year from the date the leave of absence begins.
Other Testing by Supervised Practice Sites
If a supervised practice site requires additional testing (such as drug testing) above the requirements of the dietetic internship, the Internship Director will inform the intern of the additional requirements as soon as the Internship Director becomes aware of the additional requirements. The intern is responsible for making arrangements and for payment of any additional testing that the supervised practice site may require.
Injury or Illness While in Facility for Supervised Practice
The intern needs to notify the appropriate preceptor immediately of any injury sustained while at the supervised practice facility. Injury procedures are followed according to the guidelines established at each specific practice facility. In the event of a major injury, the NDI Program Director shall be contacted. It is required that interns have their own health insurance so that if they are injured while at a rotation location they will have medical coverage. SDSU is not liable for injuries or health incidents that arise from the intern spending time at rotations sites or from the intern traveling to/from internship rotation locations. The intern will provide the NDI Program Director and each supervised practice facility with emergency contact information. Should the intern become ill while at the supervised practice facility, the appropriate preceptor should be notified immediately and NDI program staff needs to be contacted within 24 hours. Time missed due to illness must be rescheduled.
Your Permanent File
Dietetic Interns may have student records on file in more than one place within SDSU. Records for all interns are kept electronically and confidential. If interns take courses for academic credit, the registrar’s office will also have records on file. SDSU follows the policies of the Family Educational Rights and Privacy Act of 1974 (FERPA). Information regarding (FERPA) is provided at: http://www.sdstate.edu/records-registration/ferpa
The right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with
the requirements of FERPA. The name and address of the Office that administers FERPA is:
Family Policy Compliance Office, U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-5901
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Complaint Process
In the event that an intern or a preceptor has a complaint regarding the dietetic internship, a required class or event of the internship, or dietetic internship staff, the intern or preceptor may report the complaint to various people depending upon their comfort level regarding the complaint. If the intern or preceptor feels comfortable taking the complaint to the NDI Program Director, the director would handle the complaint. If the complaint is regarding the dietetic internship director and the intern or preceptor does not feel comfortable disclosing the complaint to the internship director, the complaint may be reported to the HNS Department Head. Interns and preceptors will not be retaliated against for reporting a complaint. If a complaint cannot be handled through these channels, the intern may address the concern/complaint formally through the SDSU Academic Affairs office. Additional information about where an individual may file complaints is available at: http://www.sdstate.edu/continuing-distance-education/complaint-process The policy regarding academic appeals can be found at: http://www.sdstate.edu/sites/default/files/policies/upload/Student-Academic-Integrity-and-Academic-Appeals.pdf Academic Affairs South Dakota State University Administration (SAD) 230 Brookings, SD 57007 Phone: 605-688-4173 [email protected] In the instance where the intern does not consider the complaint to be satisfactorily resolved at the SDSU institutional level in accordance with the institution’s complaint procedures as outlined in the NDI handbook, the intern may choose to provide a written complaint to the Accreditation Council for Education in Nutrition and Dietetics (ACEND®). The procedures and required written complaint investigation form for ACEND® is found on the eatrightacend.org website.
Student Conduct Code
Dietetic students and interns will be expected as members of the university community to abide by the SDSU and SDBOR Student Codes of Conduct which includes but is not limited to: academic misconduct, violence, discrimination, harassment, damage to property, possession and use of controlled substances, and theft. Violation of the Student Conduct Code may result in sanctions up to and including expulsion from the NDI program and the University. The policy and procedures of the Student Conduct Code will be followed in processing alleged violations thereof and these protocols should be reviewed by all NDI students and interns. NDI students and interns may review this document at: http://www.sdstate.edu/office-admissions/policies
NDI Program Related Procedures
Background Checks
Interns are required to complete a criminal background check through Verified Credentials prior to starting the internship to include:
• Social security trace
• County criminal record history
• State by state sex offender search
• OIG’s List of Excluded Individuals and Entities
• GSA’s Excluded List Party System
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SDSU NDI Website
The SDSU NDI Website provides information on all aspects of the program and can be utilized to download the NDI Handbook and the NDI Rotation Guide. In accordance with ACEND standards, the following information is made available to prospective interns and the public:
• Accreditation status, including the full name, address, phone number and website of ACEND on the program’s website homepage.
• Description of the program, including program’s mission, goals and objectives.
• A statement that program outcomes data are available on request must appear on the program’s website.
• Information about the requirements and process to become a registered dietitian nutritionist (RDN), including education, supervised practice, passage on the RDN credentialing exam, and state certification/licensure, if applicable; and how the program fits into the process.
• Cost to intern, such as estimated expenses for travel, housing, books, liability insurance, medical exams, drug testing, background checks, verification of intern identity (such as for distance learning), uniforms and other program-specific costs/fees, in addition to application fees and tuition.
• Application and admission requirements for all pathways and tracks for which the program is accredited.
• Academic and program calendar or schedule.
• Graduation and program completion requirements for all pathways and tracks for which the program is accredited.
• Availability of financial aid and loan deferments (federal or private), scholarships, stipends and other monetary support, if applicable.
• Computer matching information, if applicable.
• Guidance about distance education components, if applicable.
• If interns are required to locate their own supervised practice sites and/or preceptors, requirements for this must be described.
SDSU NDI Website Address: http://www.sdstate.edu/health-and-nutritional-sciences/nutrition-and-dietetic-internship
SDSU NDI Facebook Page
Stay connected with interns and preceptors by visiting, liking and commenting on the SDSU NDI Facebook Page! SDSU NDI Facebook Address: https://www.facebook.com/SouthDakotaStateDieteticsInternship/
Paperless Reporting and Documentation
The SDSU NDI utilizes the SDSU system wide and secure online management system and other approved subscription services. In an effort to protect the environment and save valuable time, the SDSU NDI will utilize SDSU DocuSign and SDSU box to evaluate intern and program performance. Interns will not need to “chase down” preceptors for completion of a paper copy of an evaluation – rather they can send the evaluation electronically from any location! This system will also be more efficient in tracking and monitoring all aspects of the program with reports that can be electronically generated in a fraction of the time that it would take to manually go thru stacks of competency evaluations.
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Techie Tools and Tutorials for Interns
• SDSU Office 365 Subscriptions
• SDSU box o https://sdsu.account.box.com/login
• Endnote o http://libguides.sdstate.edu/EndNote o mobile app Apple: https://itunes.apple.com/us/app/endnote-for-ipad/id593994211?mt=8
• Adobe Reader DC o https://get.adobe.com/reader/ o Tutorials on using: https://helpx.adobe.com/acrobat/how-to/acrobat-reader-dc-overview.html
• Scanner App (there are a few free ones, look for ones that combine into one pdf document) o Scanner For Me o Apple: https://itunes.apple.com/us/app/scanner-for-me-free-pdf-scanner/id1017261655?mt=8
• Clinical Rotation Apps o Thinkspace.org o UMMS (Maryland Med) o Medscape o Charts Ped o Nutrition Workbench Pro
• Docusign Tutorials o https://www.youtube.com/watch?v=8uB4BF_Vuq4&list=PLllMTiuDU7qZK7i8V8ZVez7YY4btlMTDH
Program Retention and Remediation Procedures
Per the SDSU Graduate School Policy, graduate students whose plan of study cumulative grade point average drops to less than 3.0 are automatically placed on Academic Warning, and will receive a letter from the Dean. (If a plan of study is not in place, all courses will be counted, and the cumulative GPA will be used.) Should a student on Academic Warning fail to achieve a GPA of at least 3.0 in their plan of study the following semester, the student will be placed on Academic Probation, and a hold will be placed on their registration for the subsequent semester. This hold can be removed only after the student and their advisor submit a letter to the Dean of the Graduate School indicating how the GPA will be brought up to 3.0 or better. The student must then meet with the Dean to review this work improvement plan. In the semester following the hold, the student must have a GPA of 3.0 or better to be retained in the program. The NDI program director in collaboration with preceptors and graduate faculty advisors will make every effort to assist interns that are struggling with meeting the requirements of the internship. At least quarterly, the NDI program director will inquire with the faculty academic advisor regarding the intern’s academic progress. Preceptors will evaluate intern activities, assignments and performance. Primary preceptors will provide a mid-point progress evaluation (for rotation’s greater than 200 hours in length) and an end of rotation progress evaluation. The NDI program director will review and provide additional comments and recommendations. Mean competency ratings less than 3 will prompt the program director to collaborate with the student and preceptor(s) to determine remediation plans. Preceptors may also notify the internship director even sooner if they notice that the intern is struggling. If the internship program director learns from a preceptor that the intern is struggling or has failed to meet minimum competencies, the internship director will set up a meeting with the intern and the preceptor to learn more about the situation and provide appropriate technical support as needed. An action plan will be written and implemented to assist the intern in meeting the requirements of the internship and the rotation that they are currently attempting to complete. See the internship policies on dismissal and academic grievance procedures for additional information. Overall program improvement will be a priority and ongoing process for the SDSU NDI. Interns will be asked to evaluate their assigned activities and assignments, the rotation sites and their preceptors. In addition, interns will provide information regarding their overall level of preparedness and direction via an exit review survey and interview. Preceptors, in addition to evaluating intern competencies will be asked for feedback on their overall perceptions of intern preparedness and the organizational management of the NDI program. A summary of the SDSU NDI On-Going Improvement Plan is provided in the table below. Results towards programmatic goals will be posted on the SDSU NDI website as they are available and a statement on the website indicating that program outcomes data are available on request is posted.
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Program Evaluation and Improvement
Mission: To integrate graduate-level education and research with supervised practice engagement to prepare entry-level dietitians for entering the workforce and dedicating their career to improving the health of individuals, families and communities. Goal 1: The program will develop competent entry-level dietetic practitioners at the graduate level with the skills required to provide professional services aimed at improving the health and quality of life for individuals, families and communities.
Objectives 1. 90% of program graduates take the CDR credentialing exam for dietitian nutritionists within 12 months of program completion.
2. 80% of program graduates pass the CDR credentialing exam for dietitian nutritionists within one year of first attempt.
Data Source CDR exam reports, 6 month inquiry on exam completion and Post Graduate Survey https://www.questionpro.com/a/TakeSurvey?id=4700111 (see Rotation Milestones section)
Actions to Assure Outcome Is or Will Be Met
• During the NDI Practicum and Orientation course, the Program Director will discuss tutoring and support mechanisms.
• Students will be required to complete self-assessment to identify areas needing improvement and the establishment of goals before, during and post supervised practice rotations.
• Students complete pre-rotation review worksheets and practice exam questions prior to each major rotation. Students are also asked to self-assess their performance on the practice exam domains and their plan for review.
• Students with mean competency rankings less than 3 from their preceptors during their supervised practice will be provided with remediation plans as recommended by their preceptors and approved by the Program Director.
• Preceptors complete mid and end of rotation progress evaluation reports outlining strengths, limitations and areas for continued professional growth.
• Students will report their plans for taking the CDR exam at the program exit review.
• Program Director will contact the graduate 6 months post program completion to inquire on the status of CDR exam completion and if not completed, graduates plans for completion. If the graduate has already taken the exam prior to 6 months and notified the program director, then a 6 month inquiry will not be required.
• The post graduate survey provided at 12 months post completion identifies completion of the CDR exam.
Objective 3. 90% of program interns complete program requirements for verification within 22 – 33 months for
track 1, 22 – 51 months for track 2 and 12-18 months for track 3 (100-150% of program length).
Data Source Graduate Coursework & Review Paper/Thesis Check-In Survey and Program Records
Actions to Assure Outcome Is or Will Be Met
• Identify students at risk via a faculty advisor survey each semester (see Rotation Milestones section)
• Faculty advisor meets regularly with graduate student.
• Program Director meets with student and faculty advisor if needed to establish updated timelines for completion.
Objective 4. Of graduates who seek employment, 70% are employed in nutrition and dietetics or related fields within 12 months of program completion.
Data Source Post Graduate Survey https://www.questionpro.com/a/TakeSurvey?id=4700111 (see Rotation Milestones section)
Actions to Assure Outcome Is or Will Be Met
• Students prepare a resume and cover letter to include their supervised practice experience, additional activities, and to address the requirements of their prospective employers.
• Students prepare interview scenarios including questions they anticipate each prospective employer may ask and answers that the student thinks is appropriate, as well as questions the student would like to ask.
• Interns will be advised of career guidance assistance from SDSU career counseling.
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Objective 5. 50% of program graduates responding to the post graduate survey at 12-18 months post program completion who are employed in nutrition and dietetics or related fields will rank their perceived skill level in competencies at 3.0 or > on a 5.0 scale with 5.0 being the highest skilled ranking.
Data Source Post Graduate Survey https://www.questionpro.com/a/TakeSurvey?id=4700111 (see Rotation Milestones section)
Actions to Assure Outcome Is or Will Be Met
• Adequate preparation of interns and graduates with activities, assignments and supervised practice rotations that fully meet ACEND competencies.
Goal 2: The program will prepare dietetic practitioners at the graduate level who are committed to lifelong learning, service and community engagement.
Objective 1. 80% of program graduates responding to the post graduate survey, rank their lifelong learning attitude and practices at a 3.0 or > on a 5.0 scale with 5.0 being the highest ranking.
Data Source Post Graduate Survey https://www.questionpro.com/a/TakeSurvey?id=4700111 (see Rotation Milestones section)
Actions to Assure Outcome Is or Will Be Met
• Students are engaged in interprofessional, leadership and service related activities during their supervised practice.
• Students are required to have a professional membership with the Academy of Nutrition and Dietetics during their internship.
Objective 2. 80% of program graduates responding to the post graduate survey, report involvement in one or more activities related to leadership and service either through their employment, professional organizations, scholarly pursuits, or volunteer activities.
Data Source Post Graduate Survey https://www.questionpro.com/a/TakeSurvey?id=4700111 (see Rotation Milestones section)
Actions to Assure Outcome Is or Will Be Met
• Students identify community needs and participate in activities and assignments during their community supervised practice rotation.
Objective 3. 80% of program graduates responding to the post graduate survey, report engagement in one or more community service related activities either through their employment, professional organizations, scholarly pursuits, or volunteer activities.
Data Source Post Graduate Survey https://www.questionpro.com/a/TakeSurvey?id=4700111 (see Rotation Milestones section)
Actions to Assure Outcome Is or Will Be Met
• Students engage in lifelong learning strategies of goal setting, applying appropriate knowledge and skills, engaging in self-direction and reflection, locating information and adapting learning strategies to different conditions throughout their didactic courses, practicum and orientation instruction and supervised practice rotations.
Objective 6. 50% of supervisors responding to the employee satisfaction survey for program graduates at 12-18 months post program completion who are employed in nutrition and dietetics or related fields will rank their perceived skill level of the program graduate’s competencies and preparation for entry-level practice at 3.0 or > on a 5.0 scale with 5.0 being the highest skilled ranking.
Data Source Employee Supervisor Survey https://www.questionpro.com/t/AFQCoZUseq (see Rotation Milestones section)
Actions to Assure Outcome Is or Will Be Met
• Adequate preparation of interns and graduates with activities, assignments and supervised practice rotations that fully meet ACEND competencies.
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Curriculum and Learning Activities
Accreditation Council for Education in Nutrition and Dietetics Competencies
Through didactic and supervised practice (minimum 1200 hours), the NDI at SDSU will provide opportunities for students/interns to accomplish the following ACEND 2017 Competencies:
Domain 1: Scientific and Evidence Base of Practice: integration of scientific information and research into practice.
CRDN 1.1 Select indicators of program quality and/or customer service and measure achievement of objectives.
CRDN 1.2 Apply evidence-based guidelines, systematic reviews and scientific literature.
CRDN 1.3 Justify programs, products, services and care using appropriate evidence or data.
CRDN 1.4 Evaluate emerging research for application in dietetics practice.
CRDN 1.5 Conduct projects using appropriate research methods, ethical procedures and data analysis.
CRDN 1.6 Incorporate critical-thinking skills in overall practice.
Domain 2: Professional Practice Expectations: beliefs, values, attitudes and behaviors for the professional dietitian nutritionist level of practice.
CRDN 2.1 Practice in compliance with current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics for the Profession of Dietetics.
CRDN 2.2 Demonstrate professional writing skills in preparing professional communications.
CRDN 2.3 Demonstrate active participation, teamwork and contributions in group settings.
CRDN 2.4 Function as a member of interprofessional teams.
CRDN 2.5 Assign patient care activities to DTRs and/or support personnel as appropriate.
CRDN 2.6 Refer clients and patients to other professionals and services when needs are beyond individual scope of practice.
CRDN 2.7 Apply leadership skills to achieve desired outcomes.
CRDN 2.8 Demonstrate negotiation skills
CRDN 2.9 Participate in professional and community organizations.
CRDN 2.10 Demonstrate professional attributes in all areas of practice
CRDN 2.11 Show cultural competence in interactions with clients, colleagues and staff.
CRDN 2.12 Perform self-assessment and develop goals for improvement throughout the program.
CRDN 2.13 Prepare a plan for professional development according to Commission on Dietetic Registration guidelines.
CRDN 2.14 Demonstrate advocacy on local, state or national legislative and regulatory issues or policies impacting the nutrition and dietetics profession.
CRDN 2.15 Practice or role play mentoring and precepting others.
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CRDN 3.2 Conduct a nutrition focused physical assessment.
CRDN 3.3
Demonstrate effective communications skills for clinical and customer services in a variety of formats.
CRDN 3.4 Design, implement and evaluate presentations to a target audience.
CRDN 3.5 Develop nutrition education materials that are culturally and age appropriate and designed for the educational level of the audience.
CRDN 3.6 Use effective education and counseling skills to facilitate behavior change.
CRDN 3.7 Develop and deliver products, programs or services that promote consumer health, wellness and lifestyle management.
CRDN 3.8 Deliver respectful, science-based answers to client questions concerning emerging trends.
CRDN 3.9 Coordinate procurement, production, distribution and service of goods and services.
CRDN 3.10 Develop and evaluate recipes, formulas and menus for acceptability and affordability that accommodate the cultural diversity and health needs of various populations, groups and individuals
Domain 4: Practice Management and Use of Resources: strategic application of principles of management and systems in the provision of services to individuals and organizations.
CRDN 4.1 Participate in management of human resources.
CRDN 4.2
Perform management functions related to safety, security and sanitation that affect employees, customers, patients, facilities and food.
CRDN 4.3 Conduct clinical and customer service quality management activities.
CRDN 4.4 Apply current nutrition informatics to develop, store, retrieve and disseminate information and data.
CRDN 4.5 Analyze quality, financial or productivity data for use in planning.
CRDN 4.6 Propose and use procedures as appropriate to the practice setting to reduce waste and protect the environment.
CRDN 4.7
Conduct feasibility studies for products, programs or services with consideration of costs and benefits.
CRDN 4.8
Develop a plan to provide or develop a product, program or service that includes a budget, staffing needs, equipment and supplies.
CRDN 4.9 Explain the process for coding and billing for nutrition and dietetics services to obtain reimbursement from public or private insurers.
CRDN 4.10 Apply risk management strategies in nutrition and dietetics practice.
Student Learning Outcomes Assessment and Curricular Improvement Plan
The SDSU NDI will continuously assess achievement of student learning outcomes (SLO). The results of the SLO assessment will be used to evaluate and improve the curriculum to enhance the quality of education provided. Analytics from the NDI Database will be utilized to monitor intern progression. Interns are required to submit all forms electronically to their SDSU box folders. Training will be provided either in person or virtually to interns and preceptors on the content provided in the NDI handbook to include specific orientation concentration on NDI Rotation Milestones.
Domain 3: Clinical and Customer Services: development and delivery of information, products and services to individuals, groups and populations.
CRDN 3.1
Perform the Nutrition Care Process (a through e below) and use standardized nutrition language for individuals, groups and populations of differing ages and health status, in a variety of settings.
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Curriculum Map
Supervised Practice Rotations Aligned with ACEND 2017 Competencies (CRDN)*
Rotations CR
DN
1.1
CR
DN
1.2
CR
DN
1.3
CR
DN
1.4
CR
DN
1.5
CR
DN
1.6
CR
DN
2.1
CR
DN
2.2
CR
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2.3
CR
DN
2.4
CR
DN
2.5
CR
DN
2.6
CR
DN
2.7
CR
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2.8
CR
DN
2.9
CR
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2.1
0
CR
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2.1
1
CR
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2.1
2
CR
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2.1
3
CR
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2.1
4
CR
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2.1
5
NUTR 795 Summer Orientation & Practicum
X X X
NUTR 794 Fall X X X
NUTR 794 Spring X X
Management Rotation
X X X X X X X X X X
Clinical Rotation X X X X X X X X X X X X
Community Rotation
X X X X X X X X
Research (critical review paper or thesis)
X X
Rotations CR
DN
3.1
CR
DN
3.2
CR
DN
3.3
CR
DN
3.4
CR
DN
3.5
CR
DN
3.6
CR
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3.7
CR
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3.8
CR
DN
3.9
CR
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3.1
0
CR
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4.1
CR
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4.2
CR
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4.3
CR
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4.4
CR
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4.5
CR
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4.6
CR
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4.7
CR
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4.8
CR
DN
4.9
CR
DN
4.1
0
NUTR 795 Summer Orientation & Practicum
X X
Management Rotation
X
X X X X X X X X
Clinical Rotation X X X X X X X
Community Rotation
X X X X X X
*CRDN competencies listed on previous page. Supervised Practice Rotations Aligned with Program Defined Concentration Competencies: Community Concentration
Rotations CN
5.1
CN
5.2
CN
5.3
Community Rotation
X X X
Community Nutrition (CN)Concentration Competencies CN 5.1 Utilize an interdisciplinary approach to complete a community needs assessment involving an area of nutrition, health and wellness or physical activity. CN 5.2 Utilize needs assessment findings and a theoretical framework for planning, implementing, evaluating and sustaining a program. CN 5.3 Provide at least one component of a community- driven program, assess outcomes and document impact.
Please refer to the rotation specific portions of this handbook for the rotation objectives and a description of learning activities.
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Rotation Milestones
Rotation Guidance Checklist Intern Preceptor Program
Director
Before Rotation
Schedule draft developed and range of dates and goal hours confirmed. X X
Contact site preceptor 2-3 wks prior to start date to: complete detailed schedule (actual days/dates, arrival time, parking, etc.).
X
Update actual days, dates and ~hrs/wk in outlook calendar. X RECEIVES
Review rotation assignments. X
Complete review and practice exam prior to starting rotation. X RECEIVES
During Rotation
Intern/Preceptor site orientation and review of required assignments (note progression of learning recommendations).
X X
Hours and Summary Log (send electronically via Docusign, upload signed version to box).
X VERIFY
WEEKLY RECEIVES
Schedule at a minimum weekly meetings to review hours, assignments and discuss performance, adjust schedule and completion of assignment plan as deemed necessary.
X X
Complete required assignments and provide assignment cover sheet, assignment documents and appropriate rubric for preceptor evaluation (intern sends to preceptor electronically via Docusign or if preferred by preceptor: harcopy can be completed with intern scanning final version and uploading to SDSU box). Assignments with a rating of 2 or lower require remediation. Preceptors are encouraged to use their discretion to assign other tasks or projects that would be beneficial to their facility/clients while also serving as a learning opportunity for interns. It is the intern’s responsibility to complete the assignments that are required by the SDSU NDI.
X X RECEIVES
If assignments, after remediation do not receive a 3 or better rating, contact program director.
X X RECEIVES
Update Master Checklist online via box as assignments are completed in full. X RECEIVES
Monthly Progress Reports completed by program director. Intern provides comments via box.
X X
For rotations >200 hours; interns send preceptor via Docusign at ~the mid-point of the rotation: copy of Master Checklist, # of verified hours completed Mid Rotation Preceptor Evaluation Intern uploads completed evaluation to box
X X RECEIVES
For rotations >40 hours; interns send preceptor via Docusign at ~the mid-point of the rotation: copy of Master Checklist, # of verified hours completed End of Rotation Preceptor Evaluation Intern uploads completed evaluation to box
X X RECEIVES
End of Rotation
Intern completes End of Rotation Reflection and Assessment of the Program survey via questionpro survey links provided in intern box folders.
X RECEIVES
End of All Rotation Cycles
Program director sends Preceptor Feedback Survey electronically in April/May of each year.
X RECEIVES
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Rotation Readiness
Required Program Actions and Documentation
• Interns complete a regional preference survey indicating their preference of region for their supervised practice rotations. • Interns review and sign acknowledgement of the policies and procedures in the SDSU NDI handbook.
• Provide signed Didactic Program in Dietetics (DPD) Verification Statement.
• Provide DPD official transcript.
• Complete background check.
• Complete profile information.
• Interns are assigned a faculty advisor for their graduate studies and advisement on their review paper or thesis.
• Plan of graduate study and internship track is determined.
• Vaccination completion and documentation filed.
• Attend Sanford Health Student Orientation.
• Sign the SDSU media photo release form.
• HIPPA training.
• Provide proof of health insurance.
• Provide proof of a valid driver’s license.
• Proof of Academy of Nutrition and Dietetics membership.
• Complete a prior assessed learning application if applicable.
NUTR 795 Practicum & Orientation Summer Course This course is especially designed to prepare interns for supervised practice and their registration exam. Refer to the objectives and course content provided in this rotation guide for details.
Rotation Specific Study and Practice Exams Interns are directed to study rotation specific domains and complete a practice exam prior to beginning their rotation. In addition, interns are instructed to provide a plan for how they will advance their knowledge and application of while in their specific rotations.
Rotation Schedule The Program Director (PD) will facilitate initial rotation scheduling. It will be the intern's responsibility to contact preceptors to determine a detailed schedule prior to starting their rotations. Interns will be required to update their online Rotation which reflects usual start/end times, days of week working and anticipated mid-point and end point preceptor evaluation time frames.
During Rotations Hours and Summary Log ACEND Standard 1: Required Element 1.6 a. The program must specify the program length (in months). The program must document that interns complete at least 1200 hours of supervised practice experiences with at least 75% of hours in professional work settings; up to 25% of hours can be in alternate practice experiences such as simulation, case studies and role playing. The program must document the planned hours in professional settings, simulation, case studies and role playing. ACEND Standard 5: Required Element 5.3 a. Learning activities must prepare interns for professional practice with patients/clients with various conditions, including, but not limited to overweight and obesity, endocrine disorders, cancer, malnutrition and cardiovascular, gastrointestinal and renal diseases. Required Element 5.4 b. Learning activities must prepare interns to implement the Nutrition Care Process with various populations and diverse cultures, including infants, children, adolescents, adults, pregnant, lactating and the elderly. To ensure that interns are receiving required hours and experiences to meet requirements and provide a comprehensive program for their preparation into the dietetics practice, the intern will complete an Hours and Summary Log (see appendix) specific to rotation type with documentation areas to record conditions, populations, diverse cultures seen and progression on completion of assignments. The intern will also provide a weekly reflection. Interns will provide the appropriate preceptor with the Hours and Summary Log for verification at least weekly. The Hours and Summary Log form also provides space for preceptor feedback.
Supervised Practice (SP) Hours in Professional Work Settings (PWS) Planned learning experiences in which students/interns perform tasks over defined periods of time to demonstrate mastery of ACEND competencies. Learning activities performed by interns that are not typically performed as part of the preceptor’s work
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responsibilities, such as writing papers, completing a study guide or other homework, should not be counted towards fulfilling supervised-practice hours in professional work settings. Most of the required assignments to meet ACEND competencies directly relate to actual job functions a preceptor would perform at their work setting. In these instances, the intern’s time to complete the assignment while at the site can be counted towards supervised practice. An example would be completion of the Business Plan assignment when an intern is completing a “real” business plan for the site and is also using the product outcome as their required NDI assignment. Supervised Practice (SP) Hours as Alternative Practice Experiences (APE) Alternative Practice Experience (APE) hours can count towards the intern’s minimum required supervised practice hours. These hours must be pre-approved by the Program Director and not exceed 300 hrs. Interns will be provided with a list of APE hours by their Program Director which will primarily include didactic types of assignments such as case studies. Interns participate in an Interprofessional Day training with several other disciplines at a different university. This type of experience will also count towards the intern’s APE supervised practice hours. The types of APE hours as defined by ACEND are as follows: Simulation Education or training that imitates real situations or processes that can be used to demonstrate competence in a particular area. Hours counted as simulation for supervised practice should only include the time students spend actually demonstrating competence not the time spent gather information and preparing for the simulation. Case Studies Written scenario based on realistic experiences and data that can be used to demonstrate competence in a particular area by requiring solutions to problems that involve recommending appropriate strategies for resolving the problems, weighing the pros and cons of options or strategies, and formulating a rationale for the final resolution. Hours counted as case studies for supervised practice should only include the time students spend presenting and discussing the case not time spent gathering information and preparing for the discussion. Role Playing An activity that involves performing a particular role and assuming the attitudes, behaviors and skills expected of someone in that role that can be used to demonstrate competence in a particular area. Hours counted as role playing for supervised practice should only include the time students spend in the role playing activity and discussion not time spent preparing for, researching or documenting planned discourse in the role. Other Alternative Practice Experiences Learning activity doesn't fit definition of simulation, case study or role playing but isn't "real" work in a professional work setting either. An example might be a pre-approved professional development webinar with an associated learning activity to demonstrate what was learning. Reference: 2017 ACEND Standards Guidance Templates Other Items on the Hours & Summary Log Conditions Interns track the number of conditions they are engaged in evaluating and treating during supervised practice. The following conditions are tracked: overweight and obesity, endocrine disorders, cancer, malnutrition and cardiovascular, gastrointestinal and renal diseases. Patients with more than one condition are counted as one for each condition (i.e. a patient with obesity and cardiovascular disease would = 1 under obesity and 1 under cardiovascular disease).
Population Groups Interns track the number of clients/patients they are engaged in evaluating and treating during supervised practice. The population groups tracked are: infants, children, adolescents, pregnant/lactating, adults and older adults. Diverse Cultures Interns note any client/patients seen from diverse cultures (i.e. Native American, Hmong, Mexican American, Sudanese, etc.)
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Preceptor Verification of Logs The Hours and Summary Log form (see appendix) needs to be verified by the preceptor weekly and only one form per preceptor is completed. If less than one week is completed per preceptor verification, then rows are simply left blank.
Intern’s send their Hours and Summary Log to the preceptor for review and signature electronically via Docusign. The preceptor will receive an email notification that they have a document ready to review. Once reviewed, the document will show as “completed” in the intern’s Docusign account. The intern then downloads the completed form and uploads to SDSU box for review and documentation by the Program Director. In the instance where technical issues arise, preceptors may complete verification with pen and paper. The intern is required to upload any hard copies to their box folder.
Federal Education Right to Privacy Act (FERPA) Note: Preceptors will not have access to SDSU box which will house all the intern's documentation, grades, etc. Any information related to competency completion, evaluation, etc. is shared by the intern to the preceptor and the intern will decide when sharing information if they wish for preceptors to see comments and assessments electronically from other preceptors.
Progression of Learning The supervised practice experience is designed to build intern skills to carry out entry-level competency while building on the intern's existing foundation of didactic knowledge. The goal is to gradually increase the intern's level of:
• Responsibility
• Proficiency
• Independence
• Competence The supervised practice experience may start out with observation but should go beyond that with the intern gradually taking on more roles. In addition, workload and rate at which an intern accomplishes tasks should increase similarly. Each of the major rotation descriptions provides an example of learning activities and progression of learning. The weekly Hours and Summary Log also includes an Assignment Check area indicating the week # that assignments should be completed. However, it will be up to the preceptor's discretion to advance and/or limit experiences and responsibilities as they see appropriate. If assignments are not completed by the week # indicated on the Hours and Summary Log (i.e. perhaps an alternative week may provide a better experience or the intern has not had access to the experience, etc.); interns must indicate the plan for completion on the log form.
Orientation to Site Checklist Topics to consider when providing orientation to interns at sites:
• parking and restrictions if any
• appropriate ID (note: all SDSU NDI interns will have an ID from SDSU)
• what if any office or other space they may use
• access to phones, pages, computers, library, etc.
• any additional required facility specific orientation (note: all interns have received HIPPA training and have watched the video)
• dress code
• mission and goals of the site
• facility policies and code of conduct
• staff introductions
• staff job descriptions
• typical work schedule
• resources (manuals, online tools, etc)
• interns learning style (note: each intern will take a learning assessment prior to starting rotations and can share results with preceptors as desired)
• preceptor's work/communication style
• plan for weekly communications, preceptor verification of hours and evaluation of activities and assignments
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Assignment Rubrics (Points Vary) These rubrics contain the mechanics and timeliness criterion provided in the Preceptor Assessment Rubric in addition to criterion specific to the assignment or activity. The Competencies and Learning Activities Table on the following pages indicate the type of rubric utilized to evaluate a competency. The specific criterion for assignment rubrics are identified in the rotation required assignments section and appendix of this handbook.
Mid and End of Rotation Evaluation of Performance Rubrics There are 5 different rubrics used for the Evaluation of Performance Traits with each rubric associated with a specific ACEND competency:
• Critical Thinking (14 points) CRDN 1.6 Exhibit critical-thinking skills in overall practice.
• Interprofessional Collaborations (12 points) CRDN 2.4 Function as a member of interprofessional teams.
• Negotiation Skills (8 points) CRDN 2.8 Demonstrate negotiation skills.
• Professional Attributes (12 points) CRDN 2.1 Practice in compliance with current federal regulations and state statues andrules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics forthe Profession of Dietetics. CRDN 2.10 Demonstrate professional attributes in all areas of practice.
• Cultural Competence (6 points) CRDN 2.11 Show cultural competence in interactions with clients, colleagues and staff.
Rotation Required Learning Activities/Assignments and Evaluation Each major rotation (Management, Clinical, Community) requires completion of certain learning activities and written assignments. Throughout the rotation, interns will complete their assignments and send electronically via Docusign for preceptor evaluation and feedback. Each assignment will include a coversheet identifying the competency and instructions related to the assignment (see appendix). Each required learning activity/assignment will have a specific type of rubric the intern will attach that best meets the criterion associated with that assignment. Each criterion is associated with ACEND competencies and some assignments may be associated with multiple ACEND competencies. Any modifications to the learning activity/assignment require prior approval by the Program Director (PD). If more than one learning activity/assignment is identified as a measure of competency for a particular ACEND competency; EACH of the learning activity/assignments must receive a passing score for achievement of the ACEND competency.
The answers to the criterion questions on the rubric will determine the Level of Performance for the specific competency related to the specific learning activity/assignment. The electronic rubrics will automatically calculate the level of performance based on the criterion evaluated selections. Interns will submit completed evaluations to the appropriate SDSU box for PD review and electronic documentation. A complete list of each ACEND competency and associated learning activities is provided in the NDI Competency Structure and Learning Activities table in the following pages. The SDSU NDI PD will track all SLO’s monthly. A yearly report will be prepared by the PD and shared with internal and external advisory members. This report will provide data specific to each track as well as overall SLO program data. Resulting data with input from advisory members and input from interns via their surveys (noted below) will be utilized to determine strengths and areas for improvement.
The SDSU NDI SLO Program Objective for each ACEND Competency is: 80% of interns will receive a mean competency rating of Level 4 (Exceptional) on each of the associated learning activities indicated for each ACEND Competency. (Note: Level 3 (Proficient) is required for passing.)
Rubric Types Preceptor Assessment Rubric (see appendix) (10 points) Utilized for most the required activities and assignments and contains the following criterion: Content and Application (6 points)
• Demonstrates knowledge and understanding
• Exhibits application of core concepts and critical thinking
• Is relevant and feasible considering parameters of activity
Mechanics and Timeliness (4 points)
• Provides all components as directed; noting any modifications
• Completed in a timely and efficient manner
• Work is presented/delivered in an organized, understandable and succinct manner
• Free from grammatical and/or spelling errors that distract from the work
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Level of Performance For each criterion associated with a competency or required learning activity, preceptors will mark: Content and Application Criteria: • “Yes” Exceeds Expectations (2 points)
• “Yes” Meets Expectations (1 point)
• “No” Needs Improvement (0 points)Mechanics and Timeliness Criterion (weighted as ½ of the points for each criterion as compared to learning activity and related work criteria): • “Yes” Exceeds Expectations (1 points)
• “Yes” Meets Expectations (0.5 point)
• “No” Needs Improvement (0 points)
• Level 4 Exceptional (Pass) Exceeds expectations for all criterion related to the learning activity. Skills are indistinguishablefrom and entry-level practitioner for this learning activity. Majority of criterion are marked Yes Exceeds Expectations and90-100% of the possible points are achieved.
• Level 3 Proficient (Pass) Meets expectations for all criterion related to the learning activity. At least 50% to 89% of thepossible points are achieved.
• Level 2 Limited (Failed) Does not meet all of the expectations for all criterion related to the learning activity. Requiresadditional instruction or practice. At least 25% to 49% of the possible points are achieved.
• Level 1 Deficient (Failed) Does not meet a significant number of the expectations for criterion related to the learningactivity. Requires significant additional instruction or practice. 0% to 24% of the possible points are achieved.
Note: When determining % of points achieved from possible points; the threshold will be rounded to the nearest whole number of points. (For example: if the % is 3.5; the threshold of points will be 4 for that level and if the % is 3.4; the threshold points will be 3 for that level).
Remediation Plans For competencies with a level 2 or 1 rating (Limited or Deficient):
• Build on existing application of knowledge, identify gaps and outline specific recommendations for improvement.
• Allow intern an opportunity to improve areas and repeat portions of the assignment or activity requiring modification.
• If necessary, the intern may be required to modify the entire assignment if directed by the preceptor or PD.
• The preceptor and/or PD will re-evaluate the remediated portions of the assignment utilizing the same evaluation rubric.
• Provide the intern an opportunity to modify the assignment two times.
• Notify the PD if the intern fails to show improvement after a modified series of two repetitions.
The PD will utilize the initial assignment evaluation rubrics and any remediated evaluation rubrics to document achievement of competency in box related to the specific assignment.
Competency Completion Each ACEND competency will be associated with activities and assignment criterion. The intern is required to PASS ALL the required activities and assignments to achieve competency completion and complete the SDSU NDI program. An average of final (post remediation if applicable) activity and assignment ratings for each competency will NOT be used to determine completion of that competency. In the instance where an intern is completing a specific learning activity and/or assignment multiple times with multiple preceptor evaluations; then an average will be calculated to determine the final rating for that learning activity or assignment associated with a specific competency.
Mid Rotation and End of Rotation Preceptor Evaluations Mid-Rotation Evaluations are required at sites where the intern will be engaged in supervised practice for greater than 200 hours. A Mid-Rotation Evaluation is NOT required for supervised practice hours of 200 or less. End of Rotation Evaluations are required for any rotation greater than 40 hours. In the instance where the intern spends time in supervised practice with multiple preceptors, it is recommended that the primary preceptor elicit feedback from other preceptors to complete the evaluations. When completing the Rotation Evaluations, the intern will provide the preceptor with the following reference information electronically via Docusign: updated Master Checklist (see appendix), # verified hours completed and the Mid or End of Rotation Evaluation form (see appendix). Preceptors will evaluate interns utilizing a Performance Traits Evaluation Rubric (see appendix). The Performance Traits Rubric evaluates: critical thinking skills, teamwork and interprofessional collaboration, negotiation skills, professional attributes (organization, time management, ethics, etc.), and cultural competence. Preceptors also provide strengths, suggestions for continued professional growth and remediation plans if applicable. Level of Performance is determined based on preceptor responses to criterion and intern either passes or fails. A passing level of performance (Exceptional or Proficient) is not required at the Mid Rotation evaluation. This evaluation provides an opportunity for feedback,
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self-assessment and progression towards passing the End of Rotation Evaluation where a passing level of performance is required for competency completion. A passing level of performance (Exceptional or Proficient) is required at the End of Rotation evaluation. If remediation is recommended, preceptors should provide direction to the intern and an opportunity for improvement. A follow up end of rotation evaluation is required post remediation. If the intern does not pass post remediation, the PD should be contacted.
End of Rotations The end of rotation and program surveys were adapted from the ACEND SP Kit 2015©
End of Rotation Intern Survey Interns complete an End of Rotation Reflection and Assessment of the Program Survey utilized to collect qualitative feedback for ongoing program evaluation, evaluation of activities/assignments, sites and preceptors. Survey questions ask interns to provide examples of how they positively impacted situations, types of skills developed, etc. The survey is answered electronically via questionpro (https://www.questionpro.com/t/AFQCoZYuHO) The questions included on the survey are as follows:
• Name/Site majority of SP hours spent/Other sites
• Activity and Assignment Questions (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)o Adequate time was spent on orientation to the rotationo The workload was evenly distributedo The activities and assignments were appropriate for the rotation
• Activities and assignments most beneficial
• Activities and assignments not beneficial
• Activities and assignments I would like to see added
• Recommendations or comments regarding activities and assignments in general
• Facility Questions (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)o The facility seeks to address a variety of the needs of the people they serve: physical, mental, social, and environmentalo The facility gave me ample access to the resources and opportunities I neededo I would like to work in this facility or a facility like this one
• The features that I like best about this facility were............. When supplying your answer, please indicate the name of the facility(s) you are referring to.
• The next time this facility is used as a site, I recommend letting students know (i.e. parking, meals, etc.) ............When supplying your answer, please indicate the name of the facility(s) you are referring to.
• My recommendations or comments regarding this facility are.............When supplying your answer, please indicate the name of the facility(s) you are referring to.
• Preceptor Questions (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree)o My preceptor was a good role model for dietetic studentso My preceptor provided adequate guidance and supporto My preceptor was knowledgeable in all the assigned activities and assignmentso My preceptor provided positive support, encouraged me to think through ideas, and listened to what I had to sayo I would like to be a preceptor similar to my preceptor someday
• The support from my preceptor that I found to be the most beneficial was:
• I would have liked additional opportunities with my preceptor to:
• My recommendations or comments regarding my preceptor interactions are:
• Provide one or more examples of how you positively impacted specific situations and teams you worked with.
• What type of environment and or direction do you think helped facilitate your contributions?
• Please describe any barriers if any that may have limited your ability to significantly provide a positive contribution ifapplicable.
• Which types of skills do you feel were developed during the rotation?
• What were you most surprised by during your rotation?• Is there something specific from your rotation that you would like to know more about?
• If you knew then what you know now – what would you have done differently to get ready for this rotation?
• Any other additional comments?
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End of Program The end of program surveys were adapted from the ACEND SP Kit 2015©
Exit Review Survey Interns complete an Exit Review Survey with the respondent’s identity kept anonymous. This survey will be provided at the very end of all the rotations. This survey will provide a summative review from the intern regarding their satisfaction with the PD and their duties and recommendations they may have for overall program improvement. The survey is delivered via an online questionpro link: https://www.questionpro.com/t/AFQCoZYpdA The survey questions asked are as follows: Please indicate your opinion for the following (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree) • My program director was a good role model for dietetic interns
• My program director provided adequate guidance and support
• My program director was knowledgeable in all the assigned activities and assignments
• My program director provided positive support, encouraged me to think through ideas, and listened to what I had to say
• I understand concepts of professional practice, working with other professionals, and feel better prepared to work as anRDN than when I began my supervised practice rotations
• I can speak with patients, clients, and professional personnel more easily and effectively than when I began my supervisedpractice rotations
• I can speak with patients, clients, and professional personnel more easily and effectively than when I began my supervisedpractice rotations
• I think this internship was a positive and beneficial experience for meOther questions• I would have liked additional opportunities with my program director to
• My recommendation or comments regarding my program director interactions are
• The aspects that I valued most about this internship were
Preceptor Feedback Survey On an annual basis, a Preceptor Feedback Survey will be distributed to gather feedback from preceptors. While the site and name is asked on the survey, the NDI PD will only share overall regional responses without the site/preceptor name, unless inclusion of the site/preceptor name is approved by the survey respondents on how well they feel interns were prepared, strengths, areas of improvement, satisfaction level, etc. The survey is delivered via questionpro: https://www.questionpro.com/t/AFQCoZY0u7
• Date/Name/Primary Worksite/Types of Rotations
• Overall, how prepared do you think the intern(s) were for their supervised practice rotation in the following areas over thepast academic year (August-May)? (Very Prepared, Somewhat Prepared, Neutral, Not Prepared, Very Unprepared)
o Logistics and schedulingo Activities and assignmentso Written communication skillso Oral communications skillso Teamwork o Negotiation skillso Conflict resolutiono Working independently
• What were some of the intern’s greatest strengths?
• What were some of the intern’s areas of needed improvement?
• Overall, how satisfied were you with the preceptor/intern experience? (Very Satisfied, Somewhat Satisfied, Unsatisfied, VeryUnsatisfied), Comments…
• For the rotation that you participated in as a preceptor, please rank the following concerning the required learning activitiesand/or assignments?
o The learning activities and assignments are relevant and representative of typical job functionso The learning activities and assignments overall do a good job of evaluating intern competencyo There are a reasonable number of required learning activities and assignments for the rotation
• How burdensome was it to evaluate assignments, provide intern feedback and complete required program documentation(i.e. assignment rubrics and end of rotation evaluations)? (Very Easy and Efficient, Easy and Efficient, Neutral, SomewhatBurdensome, Very Burdensome, Other…)
• What could the SDSU faculty and/or NDI Program Director do to facilitate your preceptor role?
• Any Other Comments/Suggestions? Ideas for learning activity or assignment modifications or additions?
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On-Going Program Assessment and Improvement Surveys Program evaluation and improvement plans also include a Post Graduate Survey and an Employer Supervisor Survey. These surveys are specifically designed to measure achievement of the SDSU NDI program goals and objectives. Post Graduate Survey https://www.questionpro.com/t/AFQCoZUsIA
• Contact Information/Yr NDI Completed/CDR status/Mo. And Yr. exam passed
• If not RDN, reason
• Employed in dietetics field within 12 months of finishing NDI
• Current job title
• Permission to contact employer supervisor
• Rank perceived skill on ACEND competencies (After Internship and Currently) – all competencies are listed with likert rating of: Not Very, Limited, Satisfactory, Proficient, Excellent)
• Please list any activities and your role in any leadership, service and community related projects either through your employment, professional organizations, scholarly pursuits, or volunteer activities. Please include membership and involvement in any groups and/or organizations. Include only involvement post graduation from the SDSU NDI program.
• Questions designed to assess lifelong learning attitude and practices: (scale: Strongly Disagree, Disagree, Neutral, Agree, Strongly Agree)
o I prefer to plan my own learning o I am comfortable with problems in which there may be more than one solution o I can deal with the unexpected and solve problems as they arise o I am comfortable under conditions of uncertainty o I am able to impose meaning upon what others see as disorder o I frequently think about my own learning and how to improve it o I feel I am a self-directed learner o I feel that I am in the best position to evaluate my success vs others evaluating my success for me o I love learning for its own sake o I try to relate academic learning to practical issues o I seldom find it difficult to locate information when I need it o When I approach new material, I try to relate it to what I already know o It is my responsibility to make sense of what I learn o When I learn something new I try to focus on the “big picture” rather than on the “details”
Employer Supervisor Survey • How long have you been the employee's supervisor?
• Rank employee’s skill level for the following: (Not Very Skilled, Limited Skill, Satisfactory, Proficient, Exceptional) o Preparation for entry level practice o Utilizes evidence based practice guidelines and scientific research information into their practice o Practices in compliance with current federal regulations and state statues and rules o Development and delivery of information, products and services to individuals, groups and populations o Strategic application of principles of management and systems in the provision of services to individuals and
organizations o Recognizes interpersonal miscommunications and makes an effort to correct them tactfully o Shows consideration of others when carrying out assignments o Establishes rapport with others o Relates with empathy to persons of various ages, ethnic, educational and economic backgrounds o Can communicate non defensively o Comfortable at taking and giving feedback o Effective oral communication skills o Effective, clear succinct writing skills o Protects confidential information and upholds the Academy of Nutrition and Dietetics Code of Ethics o Requests feedback regarding activities in which s/he is involved in o Volunteers own ideas o Accepts feedback and suggestions in a positive manner o Exhibits assertiveness when appropriate o Is dependable and accepts responsibility for own actions o Participates in self evaluation of professional performance o Reports to work on time
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o Professional appearance o Determines priority of tasks and completes them o Recognizes the relationships between assigned learning activities and daily departmental operations o Implements management techniques in carrying out assignments o Evaluates results, demonstrates critical thinking
Program Completion Requirements Interns are provided with a Master Checklist (see appendix) to aid in tracking progression towards completion of all program requirements. In addition, interns are provided with monthly progress reports during supervised practice which provide information on: Receipt of Program Specific Items (i.e. immunizations, background check, etc.), Alternative Practice Experience Hours, Professional Work Setting Hours, Competency Completion, and Preceptor Evaluations. The Acknowledgement of Receipt of Policy Handbook is reviewed and signed by interns indicating their understanding of program requirements (see appendix). All interns who satisfactorily complete the requirements of the dietetic internship and graduate degree with an official transcript listing degree and date earned will receive verification statements and verification statements will be submitted to the Commission on Dietetic Registration (CDR) so that interns who completed the internship are eligible to take the RD examination.
Tracking Intern Progress
Monthly Progress Reports On a monthly basis during supervised practice, the PD will prepare a series of reports documenting: verified hour totals per rotation, conditions, populations and diverse groups seen and learning activities/assignments completed with competency scores. These reports will be available to interns electronically via their SDSU box account. Interns are required to review and provide comments via box at least monthly. At least once during the supervised practice if feasible and dependent on scheduling, the PD will arrange for a site visit with the intern during one of their rotations. Intern Profile Interns will also be administered an Intern Profile Survey by the PD at different points throughout their supervised practice. This survey asks questions about track designation, timeline towards completion, and graduate assistance during supervised practice.
Faculty Advisor Feedback Survey Faculty advisors are also administered a Faculty Advisor Feedback Survey by the PD at the end of each semester from the time they enter the program. This survey is designed to monitor academic status and progress towards meeting program completion timelines. The PD will evaluate findings and be proactive in discussing concerns with the intern and their graduate faculty advisor. Faculty Advisor Feedback Survey Questions
• Intern’s name/Advisor name/Current semester/Anticipated program completion semester
• Is intern on track to complete their plan of study of by their expected graduate date?
• Is the intern on track to complete their review paper or thesis by their expected graduation date?
• Are there any retention and remediation concerns the internship director should be aware of that you have permission to share?
• Please provide any additional comments you wish to share?
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NDI Competencies and Learning Activities Structure
Accreditation Council for Education in Nutrition and Dietetics Competencies (ACEND). Through didactic and supervised practice (minimum 1200 hours), the NDI at SDSU will provide opportunities for students/interns to accomplish the following ACEND 2017 Competencies. ACEND 2017 Standards and Competencies Document Link: http://www.eatrightpro.org/resources/acend/accreditation-standards-fees-and-policies CRDN = Competency for the Registered Dietitian Nutritionist MAR = Management Rotation, CLR = Clinical, COR = Community, RER = Research, NUTR = didactic course and as directed by PD for either the Summer, Fall or Spring NUTR courses
Domain 1 Scientific and Evidence Base of Practice; Integration of scientific information and research into practice.
CRDN Learning Activity/Assignment
Rotation Points Evaluator Assessment Tool
CRDN 1.1 Select indicators of program quality and/or customer service and measure achievement of objectives.
Quality Assessment Report MAR 10 PC Preceptor Assessment Rubric
CRDN 1.2 Apply evidence-based guidelines, systematic reviews and scientific literature.
Case Study Presentation CLR 50 PC Case Study Presentation Rubric
CRDN 1.3 Justify programs, products, services and care using appropriate evidence or data.
Productivity Simulation NUTR Fall or Spring
(Done during MAR)
20 PD Productivity Simulation Rubric
CRDN 1.4 Evaluate emerging research for application in dietetics practice.
Case Study 1 (ETOH and TPN)
Case Study 2 (older adult, GI, enteral nutrition) Case Study 3 (Chronic
Kidney Disease) Case Study 4 (unintended
wt loss, older adult)
NUTR Fall or Spring
(Done during CLR)
40 PD Nutrition Care Process Evaluation
Rubric
CRDN 1.5 Conduct projects using appropriate research methods, ethical procedures and data analysis.
Review Paper or Thesis RER 10 Graduate Committee
NA: committee passes or doesn’t
pass
CRDN 1.6 Incorporate critical-thinking skills in overall practice.
Exhibit critical-thinking skills in overall practice
All Rotations
14 PC Mid and End Point Performance Traits:
Critical Thinking Rubric
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Domain 2 Professional Practice Expectations: Beliefs, values, attitudes and behaviors for the professional dietitian nutritionist level of practice.
CRDN Learning Activity/Assignment
Rotation Points Evaluator Assessment Tool
CRDN 2.1 Practice in compliance with current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics for the Profession of Dietetics.
Standards of Practice Quiz
NUTR Su 10 PD Preceptor Assessment Rubric
Code of Ethics Quiz NUTR Su 10 PD Preceptor Assessment Rubric
Exhibit effective professional professional attributes in all areas of
practice
All Rotations
12 PC Mid and End Point Performance Traits:
Professional Attributes Rubric
CRDN 2.2 Demonstrate professional writing skills in preparing professional communications.
Writing for the General Public Article
NUTR Su 30 PD Writing for the Public Rubric
Resume, Cover Letter LinkedIn Profile and
Mock Interview
NUTR Sp 30 Job Seeking Rubric
CRDN 2.3 Demonstrate active participation, teamwork and contributions in group settings.
Interprofessional Meetings Summary
CLR 10 PC Preceptor Assessment Rubric
CRDN 2.4 Function as a member of interprofessional teams.
Exhibits effective interprofessional and
collaborative traits
All Rotations
12 PC Mid and End Point Performance Traits:
Interprofessional Collaboration Rubric
CRDN 2.5 Assign patient care activities to DTRs and/or support personnel as appropriate.
Personnel Support Referral Summary
CLR 10 PC Preceptor Assessment Rubric
CRDN 2.6 Refer clients and patients to other professionals and services when needs are beyond individual scope of practice.
Interprofessional Referral Summary
CLR 10 PC Preceptor Assessment Rubric
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CRDN Learning Activity/Assignment
Rotation Points Evaluator Assessment Tool
CRDN 2.7 Apply leadership skills to achieve desired outcomes.
Employee Inservice or Training
MAR 30 PC Employee Inservice or Training Rubric
CRDN 2.8 Demonstrate negotiation skills.
Demonstrates negotiation skills
All Rotations
8 PC Mid and End Point Performance Traits:
Negotiation Skills Rubric
CRDN 2.9 Participate in professional and community organizations.
Attend South Dakota Academy of Nutrition &
Dietetics Meeting/Discussions
NUTR Fall 10 PD Preceptor Assessment Rubric
CRDN 2.10 Demonstrate professional attributes in all areas of practice.
Exhibit effective professional attributes in all areas of practice
All Rotations
12 PC Mid and End Point Performance Traits:
Professional Attributes Rubric
CRDN 2.11 Show cultural competence in interactions with clients, colleagues and staff.
Cultural Competency Certificate
NUTR Fall 10 PD Preceptor Assessment Rubric
Exhibits cultural competence during
rotations
All Rotations
6 PC Mid and End Point Performance Traits:
Cultural Competence Rubric
CRDN 2.12 Perform self assessment and develop goals for improvement throughout the program.
Practice Exam & Self Assessment
All Rotations
10 PD Preceptor Assessment Rubric
CRDN 2.13 Prepare a plan for professional development according to Commission on Dietetic Registration guidelines.
Professional Development Portfolio
NUTR Su 10 PD Preceptor Assessment Rubric
CRDN 2.14 Demonstrate advocacy on local, state or national legislative and regulatory issues or policies impacting the nutrition and dietetics profession.
Legislation and Advocacy Exploration
COR 10 PC Preceptor Assessment Rubric
CRDN 2.15 Practice or role play mentoring and precepting others.
Mentoring and Precepting Others
Summary
NUTR Su, Fall and/or
Sp
10 PD Preceptor Assessment Rubric
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Domain 3 Clinical and Customer Services: Development and delivery of information, products and services to individuals, groups and populations. CRDN Learning
Activity/Assignment Rotation Points Evaluator Assessment Tool
CRDN 3.1 Perform the Nutrition Care Process and use standardized nutrition language for individuals, groups and populations of differing ages and health status, in a variety of settings.
Overweight/Obesity Diabetes Cancer
Cardiovascular PCW
CLR 40 ea PC Nutrition Care Process Evaluation Rubric
Clinical Skills I CLR PC Clinical Skills I Rubric
Clinical Skills II CLR PC Clinical Skills II Rubric Clinical Skills III (staff
relief, at least 10 days) CLR PC Clinical Skills III Rubric
CRDN 3.2 Conduct a nutrition focused physical assessment.
Nutrition Focused Physical Exam
CLR 40 PC Nutrition Focused Physical Exam Rubric
CRDN 3.3 Demonstrate effective communications skills for clinical and customer services in a variety of formats.
Staff Relief: Management MAR 20 PC Staff Relief Management Rubric
CRDN 3.4 Design, implement and evaluate presentations to a target audience.
School Wellness Intervention
COR 10 PC Preceptor Assessment Rubric
Smarter Lunchrooms Training
COR 10 PD
CRDN 3.5 Develop nutrition education materials that are culturally and age appropriate and designed for the educational level of the audience.
Develop Nutrition Education
COR or CLR
40 PC Develop Nutrition Ed Rubric
WIC Online Learning Modules
NUTR Fall or Spring
(Done during COR)
10 PD Preceptor Assessment Rubric
CRDN 3.6 Use effective education and counseling skills to facilitate behavior change.
Provide Nutrition Ed (Individual/Family) at
least 5 times
CLR or COR
30 PC Provide Nutrition Ed (Individual/Family)
Rubric
Motivational Interviewing Quiz
NUTR Su 10 PD Preceptor Assessment Rubric
CRDN 3.7 Develop and deliver products, programs or services that promote consumer health, wellness and lifestyle management.
Community Wellness Intervention for Limited
Resource Target Audience
COR 10 PC Preceptor Assessment Rubric
CRDN 3.8 Deliver respectful, science-based answers to client questions concerning emerging trends.
Provide Nutrition Ed (Group) at least 3 times
COR or CLR
30 PC Provide Nutrition Ed (Group) Rubric
CRDN 3.9 Coordinate procurement, production, distribution and service of goods and services.
Food Flow Report MAR 10 PC Preceptor Assessment Rubric
CRDN 3.10 Develop and evaluate recipes, formulas and menus for acceptability and affordability that accommodate the cultural diversity and health needs of various populations, groups and individuals.
Recipe and Menu Development
MAR 20 PC Recipe and Menu Rubric
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Domain 4 Practice Management and Use of Resources: strategic application of principles of management and systems in the provision of services to individuals and organizations. CRDN Learning
Activity/Assignment Rotation Points Evaluator Assessment
Tool
CRDN 4.1 Participate in management of human resources.
Staffing and Scheduling MAR 10 PC Preceptor Assessment
Rubric
CRDN 4.2 Perform management functions related to safety, security and sanitation that affect employees, customers, patients, facilities and food.
Sanitation and Safety Review
MAR 10 PC Preceptor Assessment
Rubric
CRDN 4.3 Conduct clinical and customer service quality management activities.
Inspection and Findings MAR 10 PC Preceptor Assessment
Rubric
CRDN 4.4 Apply current nutrition informatics to develop, store, retrieve and disseminate information and data.
Informatics Summary CLR 10 PC Preceptor Assessment
Rubric
CRDN 4.5 Analyze quality, financial or productivity data for use in planning.
Capital Planning Report MAR 10 PC Preceptor Assessment
Rubric CRDN 4.6 Propose and use procedures as appropriate to the practice setting to reduce waste and protect the environment.
Food Waste in America Review
COR 10 PD Preceptor Assessment
Rubric
CRDN 4.7 Conduct feasibility studies for products, programs or services with consideration of costs and benefits.
Feasibility Study MAR 10 PC Preceptor Assessment
Rubric
CRDN 4.8 Develop a plan to provide or develop a product, program or service that includes a budget, staffing needs, equipment and supplies.
Business Plan or Proposal MAR 30 PC Business Plan or Proposal
Rubric
CRDN 4.9 Explain the process for coding and billing for nutrition and dietetics services to obtain reimbursement from public or private insurers.
Reimbursement Summary CLR 10 PC Preceptor Assessment
Rubric
CRDN 4.10 Analyze risk in nutrition and dietetics practice.
Human Factors Exercise NUTR Su 10 PD Preceptor Assessment
Rubric
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SDSU NDI Community Nutrition (CN) Competencies
CN Competency Learning Activity/Assignment
Rotation Points Evaluator Assessment Tool
CN 5.1 Utilize an interdisciplinary approach to complete a community needs assessment involving an area of nutrition, health and wellness or physical activity.
Assessment and Diagnosis Activity
COR 20 PD Community Assessment and
Diagnosis Rubric
CN 5.2 Utilize needs assessment findings and a theoretical framework for planning, implementing, evaluating and sustaining a program.
Intervention Activity COR 20 PD Community Intervention
Rubric
CN 5.3 Provide at least one component of a community- driven program, assess outcomes and document impact.
Monitoring and Evaluation Activity
COR 20 PD Community Monitoring and
Evaluation Rubric
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NUTR 795 NDI Practicum & Orientation Course (Summer)
NUTR 795 SYLLABUS Course Description During the NDI Practicum and Orientation course, the Program Director will provide a series of sessions, activities, and communication exchanges focusing on orientation, rotation readiness, required documentation, policy and procedures, professional traits, behavior, ethics and values. While the NDI Practicum and Orientation course is provided as a 3-credit summer course, the Program Director will continue with similar concepts and communications throughout the intern’s supervised practice. Since it would be impossible to provide a comprehensive review of dietetics, the course is primarily a “flipped classroom”. Interns will be responsible for reading and reviewing a large volume of content on their own while the classroom sessions will be designed to expand on certain concepts with simulation, case studies and role playing types of learning activities. As part of the practicum experience for the course, interns will begin a portion of their community rotation hours (~60 hours), engaged in major community projects. Interns will continue with community rotation hours at other times throughout the program. The on-campus sessions for this course, which will include some logged supervised practice hours occur over the summer months of june and july prior to interns starting their supervised practice rotations. Activities/assignments that are logged supervised practice hours meeting ACEND competencies are noted in the assignment descriptions provided for the course. The maximum logged supervise practice hours for this didactic course = ~20 hours. The evaluation for each of the NDI Practicum and Orientation assignments listed will be done by the NDI Program Director teaching the course. Course Objectives Upon completion of this course, interns will: • Understand and abide by the policies, procedures and requirements for completion of the NDI program.
• Exhibit performance traits with a high degree of professionalism in agreement with the Code of Ethics for the Nutrition and Dietetics profession.
• Receive supplementary instruction and direction to meet the objectives outlined for each of their supervised practice rotations designed to provide preparation for development of skills necessary to perform duties as an entry-level practitioner.
Required Textbook: There are no required textbooks for this course. Internship materials will be provided. Highly Recommended Listservs to subscribe to: Robert Wood Johnson Foundation News Digest (https://my.rwjf.org/login.do) Follow instructions for a free subscription and e-mail alerts. If you are a student member of the Academy of Nutrition and Dietetics (AND), go to eatright.org. Manage subscriptions and select receiving an e-mail alert for the Eat Right Weekly. Outlook Group: I will use and outlook group as the primary form of communication outside of scheduled class time. You are responsible for any announcements about the course that I post and email. Lecture outlines/PowerPoints, supplemental readings, and assignments will be posted on the NDI box site. Course Schedule The course schedule with the class topic, required readings and assignments due are listed on the course schedule. Attendance Attendance is expected. The University views class attendance as an individual student responsibility. While there is not an “attendance” grade in this course, it is used for reference purposes when students ask me to write letters of recommendation for graduate/professional programs; scholarships, etc. You are responsible for providing satisfactory evidence to me to substantiate the reason for an absence. While absences don’t directly reflect a student’s intellectual abilities, class attendance does not reflect interest and commitment to major courses and may predict future performance. Opportunities to make up missed assignments and activities will be given for university authorized absences only. Make-up assignments will be given to students who were excused prior to the time the assignment was scheduled. A make-up assignment is a privilege, not a right, and will be granted only by the discretion of the instructor for extraordinary circumstances, i.e., school activities, death, hospitalization or extreme emergency. An acceptable written excuse does need to be provided before the assignment will be allowed to be made-up. Freedom In Learning Policy Students are responsible for learning the content of any course of study in which they are enrolled. Under SD Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college, which offers the class to initiate a review of the evaluation.
Academic Honesty
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Definitions Relating to Dishonesty: Cheating: An act of deception by which a student misrepresents that he or she has mastered information on an academic enterprise that she or he has not mastered. Plagiarism: The offering of as one’s work the words, ideas or arguments of another person without appropriate attribution by quotation, reference or footnote. Examples include uncited work from journals, books, work of others or electronic sources. (World Wide Web(www), CD Rom, video and audio, graphic materials, etc.) Written assignments will frequently be checked for plagiarism via turnitin.com or via the link provided on D2L. Fabrication: The intentional and unauthorized falsification or invention of any information or citation in an academic exercise. Facilitating Academic Dishonesty: Those who intentionally or knowingly help or attempt to help another to commit an act of academic dishonesty are also subject to penalty. Extended Policy: In written papers and other class projects (electronic format, hard copy or otherwise) it is unethical and unprofessional to present the work done by others in a manner that indicates that the student is presenting the material as his/her original ideas or work. This extends to others who assist in the process of academic dishonesty even if they are not the actual parties, ie. Individuals who knowingly allow others to cheat from their assignments, who know that others are being dishonest but do not report it, etc. Cheating, assisting others, or plagiarizing on tests, quizzes, problems, research papers, or other assignments will result in written notification to the student involved, and potentially the academic advisor, the department head, the Dean of the college of Education and Human Sciences and the Dean of the Graduate School. This includes incidents of cheating, plagiarizing, fabrication and facilitating academic dishonesty (see definitions above). In addition, the penalty for academic dishonesty may be one or more of the following, at the discretion of the instructor and based on the seriousness of the situation:
1. a grade of zero on the test, quiz, homework, problem or other assignment for the student(s) involved. 2. a grade of F for the course. 3. referral of the matter to the Student Conduct Committee or the Graduate School for disciplinary action.
Students have the right to appeal an academic dishonesty charge. Procedures for this process are available in College Departmental Offices and the Dean’s Office. No final course grades will be given until all avenues of appeal have been completed or the case resolved. ADA Statement Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenhoff-Crooks, the Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union. Classroom Etiquette Cell Phones/Laptops: Cell phones are to be turned off during all class times. Laptops may be used for taking notes or working on a topic specifically related to current class activities. Students engaged in other activities with their laptops or other electronic device will be asked to remove the barrier to learning from the classroom for the remainder of the semester. 10 points per disturbance will be taken off of your total final grade point total for unacceptable disturbances. Inappropriate talking when the professor, guest lectures, or other students are presenting: Please be respectful when individuals are speaking and keep side conversations to a minimum. Please come to class on time – in your seat with books, etc. notes open and ready to re-cap the previous class period and or assigned readings. Please bring a positive mental attitude to class – your instructors also promise to do so. Evaluation This course is a Pass/Fail course. Each of the assignments are meant to be a learning experience to maximize the student intern’s ability to perform during their supervised practice rotations. Some of the course activities and assignments will be assessed and competency completion determined. Feedback will be provided as part of the process. Specific directions to complete each assignment will be provided in the NDI Handbook and as directed by your instructor. Your time, as well as your instructor’s time is very valuable, thus we expect that all assignments will meet final submission standards when submitted the first time. The primary judgment guideline for resubmissions will be determined by the instructor and will be based on whether the student truly attempted to complete the assignment, but simply did not understand the requirements, etc. The evaluation for each of the NDI Practicum and Orientation assignments listed will be done by the NDI Program Director teaching the course. The pass/fail level of performance standards outlined in the NDI Handbook will be utilized. Expect to submit assignments in on time, unless arrangements have been made with the instructor. Assignments turned in late WILL NOT BE ACCEPTED UNLESS PRIOR ARRANGEMENTS HAVE BEEN MADE. In the situation of an *outstanding circumstance, the instructor has the right to refuse the assignment. (*An outstanding circumstance includes illness, hospitalization, family emergencies.)
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NUTR 795 Practicum & Orientation Summer Schedule and Course Content Outline
Module One: Procedures, Expectations and Rotation Logistics
Class Session
Topics & Activities Review Before Class
1 • Getting Started
• NDI Handbook
• NDI box folders • Performance expectations (intern/preceptor)
• Rotation Milestones and Logistics
• Tips for Success During Rotations
• Academy Resources • Introduction of Major Community Projects
NDI Handbook
Module Two: The Practice of Nutrition & Dietetics
Class Session
Topics & Activities Review Before Class
2 • Scope of Practice/Standards of Practice • Code of Ethics
Scope of Practice Webinar Code of Ethics: Handout D (Principles) Code of Ethics: Handout J (Working Thru
Issues)
Module Three: Career Toolbox, Professional Development & Interprofessional Collaboration
Class Session
Topics & Activities Review Before Class
3 • Finding a Job Preparation (Resume, Cover Letter, LinkedIn, Job seeking resources)
• Professional Development Portfolio
• Tools for IPE Practice
• Academy Career Toolbox Resources
• PDP Guide – Knowledge Based • CDR Essential Practice Competencies
• IPE Video Links posted in box: What is Interprofessional Education, Roles & Responsibilities, Interprofessional Communication and Developing an Integrated Plan of Care
Module Four: Community Rotation Readiness
Class Session
Topics & Activities Review Before Class
4 • Community/Public Health Nutritionists job components • Community Rotation Objectives
• SDOH
• Health Disparities and Health Equity
• Federal Funding & Nutrition Programs • Health Communications & Social Media Resources
• Community Rotation Assignments
Social Determinants of Health & Healthy People 2020 Objectives
National Partnership for Action to End Health Disparities
Mapping the World of Nutrition (Federal Funding & Nutrition Programs)
Social Media Toolkit Guide to Writing for Social Media Making Health Communications Programs
Work
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Module 5: Management Rotation Readiness
Class Session
Topics & Activities Review Before Class
5 • RDN’s in Management job components
• Management Rotation Objectives
• Orientation to School Nutrition Management Self-Study Resources (EXTREMELY HELPFUL RESOURCE FOR ROTATIONS, ASSIGNMENTS AND RD EXAM PREP!)
• Management Rotation Assignments
Orientation to School Nutrition Management Training Materials: Financial Management Food Production and Operation
Management Participant’s Workbook Program Accountability Customer Service and Merchandising Food Safety Human Resources Management Procurement and Inventory Workplace Safety and Emergency
Preparedness
Module Six: Clinical Rotation Readiness
Class Session
Topics & Activities Review Before Class
6 • Clinical RDN job components
• Clinical Rotation Objectives
• Health Informatics: eNCPT, ANDHII, Electronic Health Records, Telehealth
• Coding and Billing • Motivational Interviewing
Health Informatics Resources Coding and Billing Resources Motivational Interviewing Tutorial
7 • Nutrition Care Plan (NCP) Process
• NCP Simulations
Nutrition Care Process Terminology Pocket Guide to Nutrition Assessment NCP Reference Sheets, etiology matrix
and diagnosis matrix
8 • Nutrition Focused Physical Exam (NFPE) • NFPE Simulations
• Clinical Rotation Assignments
Nutrition Focused Physical Exam Pocket Guide
Nutrition Focused Pediatric Physical Exam Pocket Guide
Nutrition Focused Physical Exam Criteria Handout
Nutrition Focused Physical Exam journal article
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NUTR 794 Internship Course (Fall and Spring)
NUTR 794 SYLLABUS
Course Description
During the NDI Internship Courses in the Fall and Spring, Interns will be engaged in their supervised practice rotation hours with preceptors at various sites. On-campus classes will not be held due to the nature of this course. However, as per SDSU NDI policy; interns at the request of the Program Director may be required to attend various meetings and professional developmental opportunities during this timeframe. The specific rotation instructions for management, clinical, community and research outlined in the SDSU NDI Rotation Guide will be utilized for implementation of this course. Because interns won’t all be engaged in the same rotations as all of their fellow classmates each semester, the grading for this course is Pass/Fail and is determined based on ACEND competency completion.
Required Textbook: There are no required textbooks for this course. Internship materials will be provided.
Highly Recommended Listservs to subscribe to:
Robert Wood Johnson Foundation News Digest (https://my.rwjf.org/login.do) Follow instructions for a free subscription and e-mail alerts. If you are a student member of the Academy of Nutrition and Dietetics (AND), go to eatright.org. Manage subscriptions and select receiving an e-mail alert for the Eat Right Weekly.
D2L: I will use Desire to Learn (https://d2l.sdbor.edu/) as the primary form of communication outside of scheduled class time. You are responsible for any announcements about the course that I post and email. I recommend you check D2L often. Lecture outlines/PowerPoints, supplemental readings, and assignments will be posted on D2L.
Course Schedule: Refer to rotation specific schedules and rotation specific guidelines and requirements.
Attendance Attendance is expected. The University views class attendance as an individual student responsibility. While there is not an “attendance” grade in this course, it is used for reference purposes when students ask me to write letters of recommendation for graduate/professional programs; scholarships, etc. You are responsible for providing satisfactory evidence to me to substantiate the reason for an absence. While absences don’t directly reflect a student’s intellectual abilities, class attendance does not reflect interest and commitment to major courses and may predict future performance.
Opportunities to make up missed assignments and activities will be given for university authorized absences only. Make-up assignments will be given to students who were excused prior to the time the assignment was scheduled. A make-up assignment is a privilege, not a right, and will be granted only by the discretion of the instructor for extraordinary circumstances, i.e., school activities, death, hospitalization or extreme emergency. An acceptable written excuse does need to be provided before the assignment will be allowed to be made-up.
Freedom In Learning Policy Students are responsible for learning the content of any course of study in which they are enrolled. Under SD Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should first contact the instructor of the course. If the student remains unsatisfied, the student may contact the department head and/or dean of the college, which offers the class to initiate a review of the evaluation. Academic Honesty Definitions Relating to Dishonesty: Cheating: An act of deception by which a student misrepresents that he or she has mastered information on an academic enterprise that she or he has not mastered. Plagiarism: The offering of as one’s work the words, ideas or arguments of another person without appropriate attribution by quotation, reference or footnote. Examples include uncited work from journals, books, work of others or electronic sources. (World Wide Web(www), CD Rom, video and audio, graphic materials, etc.) Written assignments will frequently be checked for plagiarism via turnitin.com or via the link provided on D2L. Fabrication: The intentional and unauthorized falsification or invention of any information or citation in an academic exercise.
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Facilitating Academic Dishonesty: Those who intentionally or knowingly help or attempt to help another to commit an act of academic dishonesty are also subject to penalty. Extended Policy: In written papers and other class projects (electronic format, hard copy or otherwise) it is unethical and unprofessional to present the work done by others in a manner that indicates that the student is presenting the material as his/her original ideas or work. This extends to others who assist in the process of academic dishonesty even if they are not the actual parties, ie. Individuals who knowingly allow others to cheat from their assignments, who know that others are being dishonest but do not report it, etc. Cheating, assisting others, or plagiarizing on tests, quizzes, problems, research papers, or other assignments will result in written notification to the student involved, and potentially the academic advisor, the department head, the Dean of the college of Education and Human Sciences and the Dean of the Graduate School. This includes incidents of cheating, plagiarizing, fabrication and facilitating academic dishonesty (see definitions above). In addition, the penalty for academic dishonesty may be one or more of the following, at the discretion of the instructor and based on the seriousness of the situation:
1. a grade of zero on the test, quiz, homework, problem or other assignment for the student(s) involved. 2. a grade of F for the course. 3. referral of the matter to the Student Conduct Committee or the Graduate School for disciplinary action.
Students have the right to appeal an academic dishonesty charge. Procedures for this process are available in College Departmental Offices and the Dean’s Office. No final course grades will be given until all avenues of appeal have been completed or the case resolved.
ADA Statement Any student who feels s/he may need an accommodation based on the impact of a disability should contact Nancy Hartenhoff-Crooks, the Coordinator of Disability Services (605-688-4504 or Fax, 605-688-4987) to privately discuss your specific needs. The Office of Disability Services is located in room 065, the Student Union.
Classroom Etiquette
Cell Phones/Laptops: Cell phones are to be turned off during all class times. Laptops may be used for taking notes or working on a topic specifically related to current class activities. Students engaged in other activities with their laptops or other electronic device will be asked to remove the barrier to learning from the classroom for the remainder of the semester. 10 points per disturbance will be taken off of your total final grade point total for unacceptable disturbances. Inappropriate talking when the professor, guest lectures, or other students are presenting: Please be respectful when individuals are speaking and keep side conversations to a minimum. Please come to class on time – in your seat with books, etc. notes open and ready to re-cap the previous class period and or assigned readings. Please bring a positive mental attitude to class – your instructors also promise to do so.
Evaluation This course will include a variety of activities and assignments. Each of these assignments is meant to be a learning experience to maximize the student intern’s ability to perform during their supervised practice rotations. Some of the course activities and assignments will be assessed and competency completion determined. Feedback will be provided as part of the process. Specific directions to complete each assignment will be provided. Your time, as well as your instructor’s time is very valuable, thus we expect that all assignments will meet final submission standards when submitted the first time. The primary judgment guideline for resubmissions will be determined by the instructor and will be based on whether the student truly attempted to complete the assignment, but simply did not understand the requirements, etc. Required rotation assignments may be evaluated by the program director and/or preceptors with the program director (instructor) maintaining the final determination in points awarded and competencies achieved.
Expect to hand assignments in on time, unless arrangements have been made with the instructor. Assignments turned in late WILL NOT BE ACCEPTED UNLESS PRIOR ARRANGEMENTS HAVE BEEN MADE. In the situation of an *outstanding circumstance, the instructor has the right to refuse the assignment. (*An outstanding circumstance includes illness, hospitalization, family emergencies.)
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NUTR 795 Practicum & Orientation Assignments and Evaluation Rubrics
Standards of Practice Quiz
Code of Ethics Quiz
Professional Development Portfolio
CRDN 2.1
Practice in compliance with current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics for the Profession of Dietetics.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• View the video: Academy Scope of Practice for RDs RDNs and DTRs: What Educators and Students Need to Know http://www.eatrightpro.org/resources/practice/quality-management/scope-of-practice.
• Take the Quiz: What Educators and Students Need to Know http://www.eatrightpro.org/resources/practice/quality-management/scope-of-practice
• Upload results or CEU certificate of completion to box.
CRDN 2.1
Practice in compliance with current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics for the Profession of Dietetics.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• After reviewing the Code of Ethics materials, take the Code of Ethics Quiz.
CRDN 2.13
Prepare a plan for professional development according to Commission on Dietetic Registration guidelines.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Develop a one-page description of a desired practice role (e.g., credential, setting, focus area of practice) and five activities that this practice role would engage in, such as education, counseling, budgeting, menu development, or others. Refer to the essential practice competencies to define the role.
• Review draft learning plans for newly credentialed practitioners available on CDR’s website.
• Develop a Learning Plan—including self-reflection and Learning Plan goal setting—using the CDR Dream Wizard (demonstration version of the Goal Wizard) based on role created with, for example, five competency goals and at least one performance indicator per practice competency.
• Submit final product to box.
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Writing for the General Public Article
CRDN 2.2
Demonstrate professional writing skills in preparing professional communications.
Possible Points 30
Evaluator Program Director
Assessment Tool Writing for the General Public Rubric
Instructions:
NOTE TO INTERNS WHO TOOK THE TOP GRADUATE CERTIFICATE COURSES: You may submit the same article you completed during the TOP course. Rationale: Writing for the general public is a skill that is sought after by a wide variety of employers in the field of childhood obesity prevention. This skill requires an understanding of current events, trends, and health concerns that are of interest to the general public, the ability to locate and interpret peer reviewed literature, and the capacity to simplify the literature and disseminate it in a fashion that is appropriate for the general public. The ability to provide interesting, novel information to the general public that is clear, informative, and easy to read is an art that takes practice to develop. Assignment Overview: You will have the opportunity to translate research into a health communication article for the SDSU Extension website iGrow. http://igrow.org/healthy-families/health-and-wellness/ or a local community Chamber of Commerce newsletter. Your instructor may provide you with article topic ideas or you may choose an article topic related to health and wellness. Credible sources of information through peer reviewed literature and/or credible professional organizations are required for development of your article. Criteria and Assessment: Word count: 400 to 500 words Photo/Source website: You are not required to use a photo for your article but if you do, please use articles that are public domain and not copyrighted for use. If you have used a photo, please site the source here. The following are some of the websites Extension has used for photos. We need to be sure to have permission for publication of photos. With the following websites, a majority of the photos are public domain. If you don’t put in a photo, sometimes your reviewer might. http://www.morguefile.com/archive http://nutritioneducationstore.com/blog/free-nutrition-clipart/ http://www.ars.usda.gov/is/graphics/photos/apr03/k7181-2.htm http://phil.cdc.gov/phil/sessionexpired.asp http://snap.nal.usda.gov/photo-gallery/images-other-sources http://snap.nal.usda.gov/photo-gallery http://nextgenerationextension.org/2013/07/30/finding-photos-for-non-commercial-uses/ http://www.foodandhealth.com/clipart.php?cat=---
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Worksheet Tool for Article Development: You may use the worksheet tool below to guide you in developing the body of your article. Note: you do not need to turn in this worksheet tool. It will not be graded. The worksheet tool is provided to assist you in developing an article based on the concepts covered in class. You may choose to use or not use the worksheet tool. Article Development Phase 1: Article Topic Key Message (limit to no more than two or three overarching messages) Key Facts: (Identify the key facts pertaining to the message that your audience should know about. Avoid overload and focus on provided 3 or fewer key facts. You can certainly provide additional information or points for each fact but including a large number of key facts that also have information for each fact mixed in can lead to audience overload.) Primary Audience (Who are you writing to?): Target your article towards adults as that is the population accessing the majority of the iGrow article. The target audience may be defined by age, sex, marital status, educational level, occupation, income, religion, race, ethnicity, language, geographic location, lifestyle, health-related attitudes and behaviors, and many other characteristics. Communication Objective: Identify one message or action someone needs to understand. What is your article empowering them to go and do?? The above points are adapted from the SOCO (Single Overriding Communication Objective) tool from the CDC that was presented in class. Article Development Phase 2: Consider the following when writing the article. Additional information for each of these points is provided in the “Toolkit for Making Written Material Clear and Effective” part 2 and part 4 at: http://www.cms.gov/Outreach-and-Education/Outreach/WrittenMaterialsToolkit/index.html
a. Guidelines for content of your written material
• Can readers tell at a glance what the material is for?
• What do the readers want and need to know?
• Is the content culturally appropriate?
• Repeat new concepts and summarize the most important points. • Is the content accurate and up to date?
• How much information should you include?
• Does the material tell you who produced it and give a publication date? b. c. Guidelines for organization (grouping, sequencing, and labeling the content)
• Pace readers through the material by grouping it into meaningful chunks.
• Put the information in an order that works well for readers.
• Use plenty of headings and subheadings.
• Make headings specific and informative.
• Use reference devices to help readers navigate through the material.
• Write in a conversational style, using the active voice.
• Make the sentences simple and relatively short.
• Be direct, specific, and concrete.
• Give the context first, and incorporate definitions into the text.
• Create cohesion.
• Use words that are familiar and culturally appropriate.
• Use technical terms only when readers need to know. • Write as simply as you can.
d. e. Guidelines for engaging, motivating, and supporting your readers
• Does the material have a positive and friendly tone?
• Use devices to get readers actively involved with the material.
• Are instructions specific and culturally appropriate?
• Do readers trust the information sources?
• Does the material say how to get help or more information?
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Motivational Interviewing
Human Factors Exercise
CRDN 3.6
Use effective education and counseling skills to facilitate behavior change.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Go to the, “Motivational Interviewing: Integrating a Total Diet Approach” training modules page at: http://www.healthyeating.org/Health-Wellness-Providers/Professional-Development/Continuing-Education-Courses/Motivational-Interviewing.aspx
• Complete the instructions provided for completing the modules and read the handout information provided for the module (ADA Position Total Diet Approach, Monograph Unintended Consequences, Motivation Interviewing, Health Connections Dietary Patterns and the Joy of Eating)
• Take the Motivation Interviewing Quiz.
CRDN 4.10
Analyze risk in nutrition and dietetics practice.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
This exercise is taken directly from the Institute for Health Care Improvement, Open School, Human Factors Exercise. Frank Federico, Content Director, Institute for Healthcare Improvement. http://www.ihi.org/education/ihiopenschool/courses/Pages/default.aspx Description Maybe the floor’s wet and slippery. Maybe the cash register is confusingly labeled. Maybe medications are hard to tell apart. Everywhere you look — both in health care and in ordinary retail settings — you can spot circumstances that make it easy for regular people to make mistakes. In this exercise, you’ll go out and analyze everyday situations to determine what human factors issues are at play. You’ll also decide what interventions should be introduced to minimize the opportunities for mistakes. Related IHI Open School Online Courses: • _PS 102: Human Factors and Safety • _PS 101: Fundamentals of Patient Safety • _PS 100: Introduction to Patient Safety Have you ever driven home when you were tired, and, upon arriving safely in the driveway, realized you couldn’t remember making a specific turn? The human brain works in mysterious ways at times. The brain has a protective mechanism, an “autopilot” function that protects you from your own fatigue by ensuring you do something the way you usually do it. Of course, this can work against us. Sometimes the autopilot kicks in when we don’t want it to, steering us in a different direction than we intended to go. When our actions are not carried out as intended, it may be related to human factors –how our human brain processes information and functions when affected by external and internal conditions. When we’re not functioning at our best physically or emotionally – and when we’re in an environment that affects our thinking and decision-making processes – errors can result. In this exercise, you are asked to complete an analysis of day‐to‐day situations to determine if human factors issues exist. You should consider the interventions that have been or should be introduced to minimize the opportunity for errors. Here are some examples of such interventions: • Before dispensing your cash, an ATM machine beeps and spits out your card so you won’t leave it behind. • Many medications have similar names or look alike, and sometimes patients get the wrong doses as a result. To remedy
this problem, some hospitals bar‐code medications and train pharmacists and nurses to scan them before they’re dispensed and administered.
Through this exercise, you will gain an awareness of human factors issues that many of us face daily. Raising awareness of these issues and sharing what we learn with our peers will help us develop safer systems. Visit any of the following: Restaurant, Coffee shop, Transportation system, Retail store, Hotel, Major intersection, Library Health care setting Prepare a 1-2-page single spaced overview of your responses to the following questions:
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NUTR 794 Fall Assignment Instructions
SDAND Attendance and Discussions
Cultural Competency
IPE Day at USD Interprofessional Day at the University of South Dakota (USD) is a fabulous opportunity for dietetic interns to work in a simulated environment with other students in allied health professions. Instructions, preparation content and survey completion will be provided by the PD prior to the event.
• Take note – can you spot human factors issues that create opportunities for errors? • What processes rely on memory? • What tools can be used to eliminate the need to rely on memory? • How well would the processes you observe work if the individual involved were tired? Distracted? • What types of errors might occur? How would someone know if these error(s) had occurred? • Are there steps that can be skipped or bypassed? Is this a good or bad design? Why? • Would a new person be likely to make more, less or the same number of errors as an experienced person? Why? • Are there systems in place—or that should be in place—to minimize the opportunities for error?
CRDN 2.9
Participate in professional and community organization.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Attend annual SD Academy of Nutrition and Dietetics Annual Fall meeting.
• In a brief one page, single-spaced summary; highlight three major areas from the experience and/or presentations that you feel were especially beneficial for your preparation as an entry-level practitioner.
CRDN 2.11
Show cultural competence in interactions with clients, colleagues and staff.
Possible Points 4
Evaluator Program Director
Assessment Tool Learning Module Rubric
Instructions:
• Complete cultural competency online course as directed in the required Public Health course.
• Upload a screenshot of certificate completion to box.
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NUTR 794 Spring Assignment Instructions
Resume, Cover Letter, LinkedIn Profile and Mock Interview
NUTR Summer, Fall and/or Spring Assignment Instructions
Mentoring and Precepting Others
CRDN 2.2
Demonstrate professional writing skills in preparing professional communications.
Possible Points 30
Evaluator Program Director
Assessment Tool Job Seeking Rubric
Instructions:
• Select any dietetics related online job announcement that you think would be of interest to you. The opening doesn’t necessarily need to be one you would seriously pursue if you do not find a current announcement in the area you prefer.
• Provide a link to the job announcement at least a week before your scheduled mock interview with the PD director.
• Provide a resume, cover letter and link to your LinkedIn profile to the PD at least three days before your scheduled mock interview.
CRDN 2.15
Practice or role play mentoring and precepting others.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• PD will assign intern either an incoming intern who is just starting graduate school or a senior community nutrition dietetics class team project.
• When assigned to an incoming intern; the intern in supervised practice will be tasked with communicating and guiding the intern in how they can better prepare for success as they start their supervised practice rotations.
• When assigned to a community nutrition team project, the intern will be provided with additional direction by the PD who is also the community nutrition course instructor on tasks, etc.
• Towards the end of the internship program, prepare a 1 page, single spaced summary outlining the following regarding your mentoring and precepting others experiences:
o WHAT? Provide a brief summary of what you did in your role as a preceptor/mentor.
o SO WHAT? What did you consider to be the most challenging aspects? What part of the experience(s) do you feel went very well?
o NOW WHAT? How likely would you be to serve as a preceptor in the future for internship and DPD programs? What do you think are 3 of the top attributes a preceptor can possess to be highly effective and why?
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Research Rotation
Objectives
Interns completing their graduate degree will be prepared to:
• Analyze and apply evidence based information
• Design and implement research
• Utilize research to contribute the effectiveness of outcomes
Typical Locations
Locations of research will vary dependent on the intern’s review paper or thesis methodology which is directed by their SDSU faculty advisor. The majority of research related supervised practice activity will take place on the SDSU campus in collaboration with the intern’s faculty advisor.
Preceptor Qualifications
SDSU faculty advisors with graduate degrees in a related field who may or may not possess RDN credentials.
Logged Hours
40 hours minimum
Description of Experience, Activities, Assignments and Competencies
A total of 40 supervised practice hours are required for program completion. These hours can be a combination of didactic exercises, graduate assistantship work and/or special assignments. Interns must upload a copy of their final review paper or thesis as well as a copy of their committee's decision to box to meet this requirement. 20 hours of supervised practice as alternative practice experiences will be awarded for completion of review paper or thesis and the graduates defense for their degree. Interns must document hours with their faculty advisor in their Hours and Summary Logs and receive verification from their faculty advisor. Associated ACEND Competencies: CRDN 1.4 Evaluate emerging research for application in dietetics practice. CRDN 1.5 Conduct projects using appropriate research methods, ethical procedures and data analysis.
Mid/End point rotation evaluations are not required for the research or other SP hours.
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SDSU NDI Management Rotation
Objectives
At the conclusion of this rotation, interns will be able to perform entry-level skills in the following areas:
• Effectively manage and supervise foodservice operations in providing quality, nutritious food to the customer.
• Provide effective and efficient service in food production, procurement, inventory and operations management.
• Interpret and carry out all local, state, and federal laws, regulations, and standards.
• Apply financial management principles to develop, justify and implement budgets.
• Apply principles of food quality and food safety to all areas of food production.
• Develop and adapt standardized recipes for production.
• Develop menus and menu extensions for therapeutic diets.Adapted from: Rita M. Berthelsen, William C. Barkley, Patricia M. Oliver, Veronica McLymont, Ruby Puckett. Academy of Nutrition and Dietetics: Revised 2014 Standards of Professional Performance for Registered Dietitian Nutritionists in Management of Food and Nutrition Systems. Journal of the Academy of Nutrition and Dietetics, Vol. 114, Issue 7, p1104–1112.e21. Institute for Child Nutrition: Orientation to School Nutrition Management; http://www.theicn.org/ResourceOverview.aspx?ID=464
Typical Locations
Facilities where people who require specialized meals are staying such as a hospital, long term care facility, or residential facility. Retail/institutional facilities could include school foodservice or other retail institutional operations.
Preceptor Qualifications
Must be a foodservice manager or supervisor who is experienced in planning and overseeing patient foodservices. Preferably an RDN; the preceptor may be a facility chef or production manager who is not an RDN. It is required that Program Directors match the preceptor’s expertise to the selection of rotation activities.
Logged Hours
300 hours minimum
Description of Experience, Activities, Assignments and Competencies
In the management rotation, students focus on all aspects of producing and delivering nutrition to patients including menu planning and marketing, taking meal orders, tray preparation and delivery, safety and sanitation, quality assessment, and patient satisfaction. Students practice the care and operation of equipment, sanitation audits, HACCP Guidelines, menu planning, customer service, and management activities. The activities in this rotation include practical hands-on experience, as well as investigative research to prepare for in-depth management responsibilities.
Progression of Learning
The supervised practice experience is designed to build intern skills to carry out entry-level competency while building on the intern's existing foundation of didactic knowledge. The goal is to gradually increase the intern's level of:
• Responsibility
• Proficiency
• Independence
• CompetenceThe supervised practice experience may start out with observation but should go beyond that with the intern gradually taking on more roles. In addition, workload and rate at which an intern accomplishes tasks should increase similarly.
Required assignments should be completed by the end of the week the intern has been engaged in the rotation as indicated in the rotation specific Hours and Summary Log (see appendix). Assignments may be completed prior to the due date if deemed appropriate by the preceptor. There may be instances when the completion of learning activities involved in an assignment are better suited to a different time frame (i.e. site and preceptor availability, readiness of intern, etc.). If adjustments to the due date for the assignment is necessary, the intern is responsible for noting a plan of completion in their Hours and Summary Log.
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Management Rotation Assignment Instructions
Management Practice Exam and Self Assessment
Productivity Simulation
Food Flow Report
CRDN 2.12
Perform self-assessment and develop goals for improvement throughout the program.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Review the following domains in your Review of Dietetics Study Guide PRIOR to completing your practice exam andPRIOR to starting your rotation: Domain I: Principles of Dietetics/Topic A Food Science and Nutrient Composition ofFoods and Domain III and Domain IV
• Complete the Management Preparation and Study Guide (posted in box).
• Take the RD Practice Exam domains related to this rotation.
• Download a screenshot of your results.
• Include in a separate document a brief narrative reflecting on the following: Time it took to complete the practicequestions, How you did and Your plans for review.
• Provide the completed study guide, screenshot of practice exam and narrative reflection for evaluation.
CRDN 1.3
Justify programs, products, services and care using appropriate evidence or data.
Possible Points 20
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Identify program, products, staffing and/or services needed using a productivity simulation.
• The simulation and questions to address will be provided by the program director.
• Utilize the worksheets that accompany the simulation to complete the assignment.
CRDN 3.9
Coordinate procurement, production, distribution and service of goods and services.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
Complete a report that includes –
• A description and explanation of their facility’s procedures for the entire process of procurement through storage,retrieval, and inventory management including inventory planning through the use of narrative explanations and flowcharts, process diagrams, or organization charts.
• A description and explanation of the areas of food delivery such as, tray assembly process, delivery to patient rooms,including the procedures for patient identification, delivery area, and operations. The description and explanation ofthese areas can be done through the use of narrative explanations and flow charts, process diagrams, or organizationcharts
• A graphic representation and explanation of each food storage system, such as dry, refrigerated, and frozen storage, andstock. An identification and explanation of the procedures used for accessing, collecting, and sharing informationidentifying the specific data; how it is accessed, collected, and shared; and with whom it is shared. Adapted from theACEND Supervised Practice Toolkit 2015©
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Quality Assessment Report
Sanitation and Safety Review
Inspection and Findings
CRDN 1.1
Select indicators of program quality and/or customer service and measure achievement of objectives.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Utilize a form the facility uses or develop a tray assessment template to determine quality. It should include anintroduction describing the menu item, recipe, and customer expectations.
• Determine quality and summarize findings including any corrective action that should be taken. The more samplesevaluated will result in a more reliable assessment. Adapted from the ACEND Supervised Practice Toolkit 2015©
CRDN 4.2
Perform management functions related to safety, security and sanitation that affect employees, customers, patients, facilities and food.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
Utilizing Foodservice management texts, web sources provided by your program director and information from your preceptor; prepare a table summarizing key points to consider and procedures in place for the following:
• Food Safety in Food Purchasing
• Food Safety in Receiving and Storage
• Food Safety in Production and Service
CRDN 4.3
Conduct clinical and customer service quality management activities.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Interns review the facilities most recent inspection noting any deficiencies that required action.
• Interns select at least one deficiency and perform an audit.
• Interns provide a plan for correcting any deficiencies.
• If no deficiencies were present, the intern can select any standard and perform a mock audit.
• Interns outline their project and findings in a report. Adapted from the ACEND Supervised Practice Toolkit 2015©
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Recipe and Menu Development
Employee Inservice or Training
CRDN 3.10
Develop and evaluate recipes, formulas and menus for acceptability and affordability that accommodate the cultural diversity and health needs of various populations, groups and individuals.
Possible Points 20
Evaluator Preceptor
Assessment Tool Recipe and Menu Development Rubric
Instructions:
Recipe Creation and Standardization: If desired by the facility, work with the cook/chef or production manager to identify a recipe they would like to modify or develop and work with them to complete this task. If this is not desired, please develop a recipe of your own that would fit the facility and its operation.
• Conduct a nutritional analysis of the recipe.
• If possible, prepare the recipe and conduct a taste evaluation.
• Prepare a final standardized recipe using a template and yield portions specific to the facility. (i.e. recipe title, yield,portion size, cooking time, temp, ingredients, quantities, preparation directions, production notes if applicable)
Menu Development: Work with your preceptor to develop a menu with extensions for special diets or for a theme day type of meal.
• Note any accommodations for culture, ethnicity or religious practices related to food.
• Complete any ordering and food production types of information the facility uses if the menu were to be adapted.
• Standardized recipes and nutrient analysis should be used.
CRDN 2.7
Apply leadership skills to achieve desired outcomes.
Possible Points 30
Evaluator Preceptor
Assessment Tool Employee Inservice and Training Rubric
Instructions:
Each intern must plan, present and evaluate an in-service training session for the employees of the Nutrition Services Department. Your preceptor must approve your in-service topic as well as the day and time for your presentation. You will need to make proper arrangements for the presentation of your in-service with your preceptor and those employees who will attend. For the in-service presentation, the student must
• Develop a written lesson plan
• Utilize two or more visual aids for the presentation (handouts, posters, slide presentations etc.)
• Provide presentation and handouts that are appropriate to the life experiences, cultural diversity and educationalbackground of the target audience
• Utilize scientific reference materials and provide references for sources used
• Present to at least one group of Nutrition Services employees, however, may be presented several times to reach thenecessary number of employees needing the education
• Evaluate the effectiveness of their presentation by measuring knowledge gained by the audience (quiz) and behaviorchange resulting from the in-service presentation (observations).
Topic for the in-service may include any subject identified by the student and preceptor. Include in Written Assignment:
• Written lesson plan including evaluation instrument and references
• Two visual aids
• Evaluation report for knowledge gained
• Evaluation report for behavior change
*Major portions of this module were taken directly from the Oklahoma University Health Sciences Center Foodservice Management Rotation, 2012
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Staffing and Scheduling
Capital Planning Report
Feasibility Study
CRDN 4.1
Participate in management of human resources.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Preceptor reviews shifts and positions with the intern and any technology assisted software utilized for staffing andscheduling.
• Interns complete at least one week of staff scheduling for all positions and shifts.
• Interns document activity in their rotation hours’ log/journal; providing a very brief summary of what was done (i.e.schedule for one week for 12 shifts, etc.) and notes any specific challenges and thoughts on how those challenges couldimprove when doing this type of activity in the future.
CRDN 4.5
Analyze quality, financial or productivity data for use in planning.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Interns should meet with the foodservice director to learn facility guidelines identifying capital expenditures andprocedures used to justify expenditure.
• Interns then write a report of the capital planning requirements to maintain, repair, and replace the most widely usedpiece of equipment and the least widely used piece of equipment.
CRDN 4.7
Conduct feasibility studies for products, programs or services with consideration of costs and benefits.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• With direction from your preceptor, select a product, piece of equipment, program or service to evaluate for adequacy.
• Document how you will be evaluating adequacy.
• Determine specifications for a new product, piece of equipment, program or service.
• Note costs/benefits.
• Prepare a report of your findings.
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 62
Business Plan or Proposal Instructions
Staff Relief Management Instructions
CRDN 4.8
Develop a plan to provide or develop a product, program or service that includes a budget, staffing needs, equipment and supplies.
Possible Points 30
Evaluator Preceptor
Assessment Tool Business Plan or Proposal Rubric
Instructions:
With guidance from your preceptor, develop a business plan or project proposal for a new product, program or service specific to the facility. The plan or proposal should include budget, staffing needs, equipment, supplies, marketing strategies and return on investment if applicable. Your preceptor will likely include specific directions for how the plan should be prepared. There are many different formats that can be used. Common elements of business plans are described at the following US Small Business Administration website: www.sba.gov Important questions to consider include: *
• What is the purpose (mission) of the event/business or proposal?
• Is there a need for the event/business or project?
• Who are the potential customers?
• How will you reach those customers?
• What financial resources are available for the event/business?
• How will the effectiveness of the event/business be measured?
*Major portions of this module were taken directly from the Oklahoma University Health Sciences Center Foodservice Management Rotation, 2012 - sharedvia the NDEP education portal for education purposes.
CRDN 3.3
Demonstrate effective communications skills for clinical and customer services in a variety of formats.
Possible Points 20
Evaluator Preceptor
Assessment Tool Staff Relief Management Rubric
Instructions:
• After shadowing and as deemed appropriate by preceptor, provide “staff relief” duties for at least 5 days while still undersupervision of your preceptor. Document activity and times when you were responsible for assigning activities topersonnel in weekly summary log.
• In a separate document, utilize the notes from your summary log to reflect on the following:
o WHAT? Provide a brief summary of the dates/estimated hours engaged in staff relief. Include in your summarya brief description of the main duties you were engaged in during this time.
o SO WHAT? What did you consider to be the most challenging aspect of assigning duties to others? What part ofthe experience(s) do you feel went very well?
o NOW WHAT? Are there certain management systems in place and/or leadership styles you observed that youthink could help you in the future when assigning duties to others? What do you think would be beneficial toknow more about before engaging in this activity again in the future?
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SDSU NDI Clinical Rotation
Objectives
At the conclusion of this rotation, the intern will be able to:
• Perform nutrition screening to evaluate individual health, malnutrition and disease.
• Implement the Nutrition Care Process to ensure individual health goals are established, monitored and achieved.
• Applies knowledge of the interrelationship and impact of pharmacotherapy, dietary supplements, functional foods andnutrients on health and disease.
• Applies effective interviewing and counseling skills to promote health.
• Document and maintain records according to the SOP for the RDN, legislation, regulations and organization policies.
• Function as an effective member of interprofessional teams.
Typical Locations
Hospitals, long-term care facilities, residential facilities, outpatient, specialty clinics
Preceptor Qualifications
Must be an RD/RDN who uses the Nutrition Care Process and a Licensed Nutritionist in SD with at least 1 year of experience.
Logged Hours
Minimum: 370 hours
Description of Experience, Activities, Assignments and Competencies
During the clinical rotation, students practice the Nutrition Care Process with populations with common medical conditions impacted by diet including obesity, diabetes, hypertension, cardiovascular, and gastrointestinal disorders. Students will also practice the Nutrition Care Process with populations with more complicated conditions such as renal disease, multisystem organ failure, cancer, and hepatic disease.
Progression of Learning Recommendation
The supervised practice experience is designed to build intern skills to carry out entry-level competency while building on the intern's existing foundation of didactic knowledge. The goal is to gradually increase the intern's level of:
• Responsibility
• Proficiency
• Independence
• CompetenceThe supervised practice experience may start out with observation but should go beyond that with the intern gradually taking on more roles. In addition, workload and rate at which an intern accomplishes tasks should increase similarly.
Required assignments should be completed by the end of the week the intern has been engaged in the rotation as indicated in the rotation specific Hours and Summary Log (see appendix). Assignments may be completed prior to the due date if deemed appropriate by the preceptor. There may be instances when the completion of learning activities involved in an assignment are better suited to a different time frame (i.e. site and preceptor availability, readiness of intern, etc.). If adjustments to the due date for the assignment is necessary, the intern is responsible for noting a plan of completion in their Hours and Summary Log.
Clinical skills expectations and evaluations are provided as a Clinical Skills I, II and III assignment (see appendix).
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Clinical Rotation Required Assignment Instructions
Practice Exam and Self Assessment Instructions
Informatics Summary Report
Reimbursement Summary Report
CRDN 2.12
Perform self assessment and develop goals for improvement throughout the program.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Review the following domains in your study guide - Domain I: Principles of Dietetics/Topic B Nutrition and SupportingSciences and Domain II: Nutrition Care for Individuals and Groups/Topic A Screening and Assessment/Topic BDiagnosis/Topic C Planning and Intervention/Topic D Monitoring and Evaluation.
• Complete the Clinical Preparation and Study Guide (posted in box).
• Take the RD Practice Exam domains related to this rotation.
• Download a screenshot of your results.
• Include in a separate document a brief narrative reflecting on the following: Time it took to complete the practicequestions, How you did and Your plans for review.
• Provide the completed study guide, screenshot of practice exam and narrative reflection for evaluation.
CRDN 4.4
Apply current nutrition informatics to develop, store, retrieve and disseminate information and data.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• After receiving orientation and training on use of the site’s informatics system; provide a brief summary identifying thesystem(s) used for providing patientcare.
• Include information on how therapeutic diets are ordered.
CRDN 4.9
Explain the process for coding and billing for nutrition and dietetics services to obtain reimbursement from public or private insurers.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Provide a brief summary addressing the following questions related to the site:
o How is reimbursement collected to pay for nutrition services?
o Who is responsible for coding and billing nutrition services?
o What is the RDN’s role in billing for nutrition services?
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Personnel Support Referral Summary
Interprofessional Meetings Summary Report
Interprofessional Referral Summary Report
Case Study: 1 (ETHO, TPN), 2 (Older Adult, GI, Enteral), 3(Chronic Kidney Disease) and 4 (Unintended Wt. Loss Older Adult)
CRDN 2.5
Assign patient care activities to DTR’s and/or support personnel as appropriate.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Summarize the procedure for assigning patient care activities at the facility.
• Document at least two instances where you directly assigned patient care activities and include:o What went well about the processo Any challenges or lessons learned in assigning patient care activities
CRDN 2.3
Demonstrate active participation, teamwork and contributions in group settings.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Document at least 5 instances where you attended and actively participated in patient care meetings with otherprofessionals. Active participation means that you shared information and/or provided recommendations for care.
CRDN 2.6
Refer clients and patients to other professionals and services when needs are beyond individual scope of practice.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Provide a brief summary addressing the following questions related to the site:
o What kinds of referrals occur inside the hospital?
o How are these referrals made or requested?
o What kinds of referrals occur outside the hospital (i.e. community services, etc.)?
• Document at least one instance when YOU referred patients or their families when their needs were beyond your scopeof practice
CRDN 1.4
Evaluate emerging research for application in dietetics practice.
Possible Points 40 each
Evaluator Program Director
Assessment Tool Nutrition Care Process Evaluation Rubric
Instructions:
• Complete the case study questions specific to each case study as directed by your PD.
• Indicate in box when your assignment is completed and ready for evaluation by including “Final” in the title of yourassignment.
• It is not necessary to send the PD evaluated case studies for evaluation via Docusign.
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Patient Care Worksheets: Overweight/Obesity, Diabetes, Cardiovascular, Cancer
Case Study Presentation
CRDN 3.1
Perform the Nutrition Care Process and use standardized nutrition language for individuals, groups and populations of differing ages and health status, in a variety of settings.
Possible Points 40 each
Evaluator Preceptor
Assessment Tool Nutrition Care Process Evaluation Rubric
Instructions:
• Interns are required to complete and turn in one Patient Care Worksheet (PCW) for each of the following conditions:Overweight/obesity, Diabetes, Cancer, Cardiovascular
• This experience will provide a thorough practice of portions of the Nutrition Care Process in addition to providing evidencethat you have had learning experiences involving the ACEND required conditions. Some patients will present with more thanone condition (i.e. admission for cardiovascular disease with preexisting type 2 diabetes mellitus). In this instance, it wouldbe preferable to utilize this case to fulfill your cardiovascular PCW requirement but you can use the case to fulfil the diabetesrequirement as if preferred. In the end, you will need to have a separate case (different patient) to complete 4 differentPCW’s. It is acceptable to write or type your information on the PCW. When completed, provide the PCW with appropriaterubric to your preceptor for evaluation. When the evaluation is completed, uploaded the final PCW with preceptorevaluation to box.
Note: You may use the Patient Care Worksheet found in the appendix or utilize a form or EMR specific to the facility. When turning in your completed form, be sure to protect patient confidentiality! Do not include any names and black out any specific identifying information.
CRDN 1.2
Apply evidence-based guidelines, systematic reviews and scientific literature.
Possible Points 50
Evaluator Preceptor
Assessment Tool Case Study Rubric
Instructions:
• Interns and their preceptor jointly determine the case study patient, disease state or condition, and presentationschedule.
• Interns and their preceptor identify the format of the presentation and expectations including: presentation media, suchas computer based presentation software; the length of the presentation; required handouts and visuals; depth ofcontent; and prospective attendees to be invited to the presentation.
• Completed preceptor evaluation and all documents, visuals, etc. related to the case study is uploaded to the appropriatebox folder.
• The presentation mechanics must:
o Be protective of the confidentiality of all patients, their associates, and involved staff; written permission mustbe given by staff who are agreeable to being identified and quoted in the written report and presentation
• Define a scheduled session of 20-50 minutes as determined by the preceptor that includes a question and answer session
• Prepare a scientific presentation to other professionals, including appropriate language, professional dress, and citing ofreferences.
• Include visuals or handouts that enhance understanding.
Source ©SDSU NDI modification of ACEND SP Kit Inpatient MNT 1 Wkbk Rel. 1-0 ©2014, ACEND
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 67
Nutrition Focused Physical Exam
Clinical Skills I, II and III (Staff Relief)
CRDN 3.2
Conduct a nutrition focused physical assessment.
Possible Points 40
Evaluator Preceptor
Assessment Tool Nutrition Focused Physical Exam Rubric
Instructions:
• Discuss Nutrition Focused Physical Exams (NFPE) with your preceptor and how they are conducted at their facility. Utilizeprocedure, forms and documentation protocol as directed by your preceptor when performing a NFPE. If your preceptordoes not engage in NFPE at their facility, inform the Program Director and schedule a time when you can engage in anNFPE simulation.
• When performing NFPE during your rotation, provide your preceptor with a hardcopy of the rubric on the following pageso that they may take notes during observation. Only one NFPE preceptor evaluation is required; however if the internand the preceptor perform additional NFPE and evaluations; the PD will average the final level of performance scores todetermine a final level of performance for this competency.
CRDN 3.1
Perform the Nutrition Care Process and use standardized nutrition language for individuals, groups and populations of differing ages and health status, in a variety of settings.
Possible Points 20
Evaluator Preceptor
Assessment Tool Clinical Skills I, II or III Rubric
Instructions:
• Discuss timeframe and completion of Clinical Skills I, II and III with primary preceptor during weekly meetings.
• Refer to the specific rubrics for each in the appendix and due dates for each in the Clinical Rotation Hours and SummaryLog.
• Only ONE Clinical Skills rubric for each (I,II,III) will be sent via DocuSign for preceptor evaluation and determination ofcompetency completion. Discuss plan for evaluation with primary facility preceptor. If multiple preceptors are observingand evaluating performance; the primary preceptor may want hardcopies of the Clinical Skills rubrics to be completed bypreceptors. The primary preceptor can then utilize input from several preceptors to complete the final Clinical Skillsrubric via DocuSign.
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Develop Nutrition Education
Provide Nutrition Education (Individual/Family) 1-5
Provide Nutrition Education (Group) 1-3
CRDN 3.5
Develop nutrition education materials that are culturally and age appropriate and designed for the educational level of the audience.
Possible Points 40
Evaluator Preceptor
Assessment Tool Develop Nutrition Education Rubric
Instructions:
• Assess the need for an educational tool with your preceptor. This learning activity can be completed during either theclinical or community rotation or both.
• Develop and/or locate an educational tool to meet the assessed needs for the educational tool.
• Ideas: List all ideas in any order, using the first words that come to mind.
• Outline: Arrange the ideas in their proper sequence and organization: major ideas and supporting details.
• Draft: Write and arrange the content and graphics into the layout as envisioned as a final piece. Also note the contentresources.
• Revise: Compare the draft to the “Needs Assessment” and evaluation rubric. Continue to revise the text, graphics, layout,and organization until the draft meets all criteria. Always keep in mind the perspective of the audience including theirage, reading level, interests, and cultural values.
• Edit: Make sure the piece is grammatically correct, has the best selection of words, and meets the criteria outlined in theevaluation rubric for mechanics.
• Submit a screenshot or pdf of the final product developed.
Adapted from the ACEND Supervised Practice toolkit. Rubric adapted from the Developing & Assessing Nutrition Education Handouts (DANEH) checklist by the Academy of Nutrition and Dietetics Foundation
CRDN 3.6
Use effective education and counseling skills to facilitate behavior change.
Possible Points 30
Evaluator Preceptor
Assessment Tool Provide Nutrition Education (Individual/Family) Rubric
Instructions:
• After shadowing and as directed by preceptor, provide nutrition education for at least 5 patients. This learning activitycan be completed in either the clinical or community rotation or a combination of both to reach at least 5 patients. Inmany instances, interns may possibly provide education to more than
• When being observed providing education, provide your preceptor with a hardcopy of the rubric for taking notes duringobservation.
• Upload the completed rubrics from the preceptor to the appropriate box folder. Be sure to indicate the type of educationprovided with your submission. A separate rubric should be used for each of the patient education interactions observedand evaluated by your preceptor.
CRDN 3.8
Deliver respectful, science-based answers to client questions concerning emerging trends.
Possible Points 30
Evaluator Preceptor
Assessment Tool Provide Nutrition Education (Group) Rubric
Instructions:
• After shadowing and as directed by preceptor, provide nutrition education to a group for at least 3 different audiences.This learning activity can be completed in either the clinical or community rotation or a combination of both to reach atleast 3 different audiences.
• Develop a lesson plan to meet the needs of a target audience.
• When being observed providing education, provide preceptor with a hardcopy of the rubric so they may take notesduring observation.
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SDSU NDI Community Rotation
Objectives Upon completion of the community rotation, interns will be able to:
• Identify health, wellness and nutritional needs of communities and/or specific population groups.• Effectively plan, implement, administer, monitor and evaluate interventions.• Apply knowledge and expertise to ensure access to healthful and affordable food and nutrition related care for
individuals, families and communities.• Advocate for and participate in policy development.• Apply appropriate behavioral models and theoretical frameworks.• Collaborate with others to promote health equity and reduce/eliminate health disparities.• Promote health literacy and identify avenues for chronic disease prevention efforts in communities.• Effectively deliver health communications to general audiences and mass media outlets.• Conduct and evaluate nutrition education and counseling for small groups and individuals.
Adapted from: SOP for PHN/CN and Public Health Nutritionists/Community Nutritionists Definitions. Eatright.org 2012
Typical Locations
Various settings (i.e. SDSU Extension, WIC, worksite wellness, retail, outpatient classes, schools, governmental agencies, industry). Separate experiences or a combination of experiences will be provided for interns to develop competencies with low-income, nutritionally at risk pregnant women, post-partum (breastfeeding and non-breastfeeding) women and infants and children up to age 5. Students will utilize the Public Health – Community Nutrition Care Process to develop the activities and assignments listed below.
Preceptor Qualifications
Must be individuals experienced in the requirements of each activity, as students may be practicing activities in different locations: RDN, community health professional, public health professional, wellness educator, and health educator supervisor. If the activity involves teaching client finger sticks or other medical practices, the preceptor must be an RDN, nurse, or other qualified professional. For the child/adolescent specific nutrition or health education, preceptors are preferable an RD/RDN, however other preceptors could be a teacher, nurse or health coach.
Logged Hours
Minimum: 370 hours
Description of Experience
During the Community Nutrition Rotation, students develop skills in providing nutrition services to the community at large through a variety of activities, programs, and services including nutrition counseling and education, community nutrition assessment, designing and presenting a wellness program, and applying government program guidelines and policies.
Progression of Learning Recommendation
The supervised practice experience is designed to build intern skills to carry out entry-level competency while building on the intern's existing foundation of didactic knowledge. The goal is to gradually increase the intern's level of:
• Responsibility
• Proficiency
• Independence
• CompetenceThe supervised practice experience may start out with observation but should go beyond that with the intern gradually taking on more roles. In addition, workload and rate at which an intern accomplishes tasks should increase similarly.
Required assignments should be completed by the end of the week the intern has been engaged in the rotation as indicated in the rotation specific Hours and Summary Log (see appendix). Assignments may be completed prior to the due date if deemed appropriate by the preceptor. There may be instances when the completion of learning activities involved in an assignment are better suited to a different time frame (i.e. site and preceptor availability, readiness of intern, etc.). If adjustments to the due date for the assignment is necessary, the intern is responsible for noting a plan of completion in their Hours and Summary Log.
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Community Rotation Required Assignments
Practice Exam and Self Assessment Instructions
Legislation and Advocacy Exploration instructions
WIC Online Learning Modules
CRDN 2.12
Perform self assessment and develop goals for improvement throughout the program.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Review the following domains in your study guide - Domain I: Principles of Dietetics/Topic C Education andCommunication/Topic D Research, Domain II: Nutrition Care for Individuals and Groups/Topic C Planning andIntervention and Domain III: Management of Food and Nutrition Programs and Services/Topic D Marketing and PublicRelations
• Complete the Community Preparation and Study Guide (posted in box).
• Take the RD Practice Exam domains related to this rotation.
• Download a screenshot of your results.
• Include in a separate document a brief narrative reflecting on the following: Time it took to complete the practicequestions, How you did and Your plans for review.
• Provide the completed study guide, screenshot of practice exam and narrative reflection for evaluation.
CRDN 2.14
Demonstrate advocacy on local, state or national legislative and regulatory issues or policies impacting the nutrition dietetics profession.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Visit the Advocacy page on the eatright.org website and go specifically to the Take Action Center.
• Review current pending legislation affecting the Dietetics Profession.
• Select one of the current Take Action pieces of legislation and write a narrative identifying the following:
• Which nutrition related programs will be most likely affected by this legislation and why?
• How could this impact you professionally as you begin your career? Page limit: 2 pages single spaced, max.
CRDN 3.5
Develop nutrition education materials that are culturally and age appropriate and designed for the educational level of the audience.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Complete the following course titles: VENA: Connecting the Dots between Assessment and Intervention, WIC, BabyBehavior Basdics, The Essentials of Budgeting for Non-Finance Professionals, Interpersonal Communication: ListeningSkills, WIC 101, WIC Breastfeeding Basics, Value Enhanced Nutrition Assessment, Feeding Infants: Nourishing Attitudesand Techniques, Communicating with Participatns
• Once you have completed the required modules, take a screenshot of completed certificates and upload to theappropriate box folder.
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Smarter Lunchrooms Training
Food Waste in America Review
CRDN 3.4
Design, implement and evaluate presentations to a target audience.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
• Complete the Smarter Lunchrooms Training (http://smarterlunchrooms.org/training).
• Upload screenshot of completed certificate to the appropriate box folder.
CRDN 4.6
Propose and use procedures as appropriate to the practice setting to reduce waste and protect the environment.
Possible Points 10
Evaluator Program Director
Assessment Tool Preceptor Assessment Rubric
Instructions:
“On September 16, 2015, Agriculture Secretary Tom Vilsack and Environmental Protection Agency Deputy Administrator Stan Meiburg announced the United States’ first-ever national food loss and waste goal, calling for a 50-percent reduction by 2030. USDA and EPA will work in partnership with charitable organizations, faith organizations, the private sector, and local, state and tribal governments to reduce food loss and waste in order to improve overall food security and conserve our nation’s natural resources.” http://www.usda.gov/oce/foodwaste/faqs.htm
o Review the information from http://www.usda.gov/oce/foodwaste/faqs.htm and the Tossed Treasures. America’sWasted Food Problem, and How Dietetic Professionals Can Help webinar at: http://eatrightfoundation.org/get-involved/toolkits-webinars/-webinar
o Prepare an article or infographic on food waste in America. Possible free resource for creating infographics:www.piktochart.com
o Your work should identify a target audience and be appropriately written to appeal to that audience.
o Include facts, importance, action steps and information the audience can use to learn more.
o Note: Your work may be posted in a public format on the SDSU NDI facebook page and/or SDSU Extension iGrow.org
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Develop Nutrition Education
Provide Nutrition Education (Individual/Family) 1-5
Provide Nutrition Education (Group) 1-3
CRDN 3.5
Develop nutrition education materials that are culturally and age appropriate and designed for the educational level of the audience.
Possible Points 40
Evaluator Preceptor
Assessment Tool Develop Nutrition Education Rubric
Instructions:
• Assess the need for an educational tool with your preceptor. This learning activity can be completed during either theclinical or community rotation or both.
• Develop and/or locate an educational tool to meet the assessed needs for the educational tool.
• Ideas: List all ideas in any order, using the first words that come to mind.
• Outline: Arrange the ideas in their proper sequence and organization: major ideas and supporting details.
• Draft: Write and arrange the content and graphics into the layout as envisioned as a final piece. Also note the contentresources.
• Revise: Compare the draft to the “Needs Assessment” and evaluation rubric. Continue to revise the text, graphics, layout,and organization until the draft meets all criteria. Always keep in mind the perspective of the audience including theirage, reading level, interests, and cultural values.
• Edit: Make sure the piece is grammatically correct, has the best selection of words, and meets the criteria outlined in theevaluation rubric for mechanics.
• Submit a screenshot or pdf of the final product developed.
Adapted from the ACEND Supervised Practice toolkit. Rubric adapted from the Developing & Assessing Nutrition Education Handouts (DANEH) checklist by the Academy of Nutrition and Dietetics Foundation
CRDN 3.6
Use effective education and counseling skills to facilitate behavior change.
Possible Points 30
Evaluator Preceptor
Assessment Tool Provide Nutrition Education (Individual/Family) Rubric
Instructions:
• After shadowing and as directed by preceptor, provide nutrition education for at least 5 patients. This learning activitycan be completed in either the clinical or community rotation or a combination of both to reach at least 5 patients. Inmany instances, interns may possibly provide education to more than
• When being observed providing education, provide your preceptor with a hardcopy of the rubric for taking notes duringobservation.
• Upload the completed rubrics from the preceptor to the appropriate box folder. Be sure to indicate the type of educationprovided with your submission. A separate rubric should be used for each of the patient education interactions observedand evaluated by your preceptor.
CRDN 3.8
Deliver respectful, science-based answers to client questions concerning emerging trends.
Possible Points 30
Evaluator Preceptor
Assessment Tool Provide Nutrition Education (Group) Rubric
Instructions:
• After shadowing and as directed by preceptor, provide nutrition education to a group for at least 3 different audiences.This learning activity can be completed in either the clinical or community rotation or a combination of both to reach atleast 3 different audiences.
• Develop a lesson plan to meet the needs of a target audience.
• When being observed providing education, provide preceptor with a hardcopy of the rubric so they may take notesduring observation.
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School Wellness Intervention Instructions
Community Wellness Intervention: Limited Resource Target Audience
CRDN 3.4
Design, implement and evaluate presentations to a target audience.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
o Prior to school rotation; interns should review the following training modules for school nutrition programs:o School Meal Program Tutorials (https://www.educateiowa.gov/pk-12/nutrition-programs/iowa-school-
meal-programs-web-based-tutorials-webcast)o Boost Breakfast Participation ( https://mistreamnet.org/videos/2983/boost-breakfast-regional-training)
o As directed by preceptor; interns provide at least one school wellness type of intervention.o Interns complete a lesson plan identifying: title, audience, time/duration, lesson or intervention summary,
objectives, preparation and supplies.o Then reflect on the following in a brief summary outlining the following:
o WHAT? Provide a brief summary of the dates/estimated hours engaged in the intervention. Include in yoursummary a brief description of the main duties you were engaged in during this time.
o SO WHAT? What did you consider to be the most challenging aspect of the intervention? What part of theexperience(s) do you feel went very well?
o NOW WHAT? What do you think would be beneficial to know more about before engaging in this activityagain in the future?
o Provide preceptor with the lesson plan and reflection for evaluation.
CRDN 3.7
Develop and deliver products, programs or services that promote consumer health, wellness and lifestyle management.
Possible Points 10
Evaluator Preceptor
Assessment Tool Preceptor Assessment Rubric
Instructions:
o Work with agency director and/or preceptor to provide a nutrition education or cooking program to an agencywhere the client’s served are primarily from a limited resource target audience (i.e. feeding programs, food pantry,WIC, senior meal programs, SNAP-Ed, HeadStart, child or adult care food programs, etc.)
o Prior to this activity, intern’s should review resources available at Feeding America’s Health Food Bank Hub website:www.healthyfoodbankhub.org or existing nutrition lessons from food bank. Extension resources are also an option.Consider utilizing the Share our Strength’s, “Cooking Matters in Your Food Pantry” facilitator guide,http://cookingmatters.org/sites/cookingmatters.org/files/CMYFP.pdf. This guide provides sample outlines of severalnutrition education lessons and activities that can be used in the food pantry setting that you can easily customize foryour audience and the length of time you have for the lesson. It also contains a wide selection of handouts and recipesto use at your demo and to send home with clients. Also consider using a lesson from the Academy of Nutrition andDietetics Foundation’s Kids Eat Right “Family Champions” toolkit at www.kidseatright.org/volunteer. Other ideas includedemonstrating how to use MyPlate to plan meals or demonstrating how to cook winter squash and where it fits in theMyPlate Model. (Source: Food Insecruity/Food Banking Supervised Practice Concentration, Academy Of Nutrition And Dietetics Foundation, July
2015)
o Interns complete a lesson plan identifying: title, audience, time/duration, lesson or intervention summary,objectives, preparation and supplies.
o Then reflect on the following in a brief summary outlining the following:o WHAT? Provide a brief summary of the dates/estimated hours engaged in the intervention. Include in your
summary a brief description of the main duties you were engaged in during this time.o SO WHAT? What did you consider to be the most challenging aspect of the intervention? What part of the
experience(s) do you feel went very well?o NOW WHAT? What do you think would be beneficial to know more about before engaging in this activity
again in the future?o Provide preceptor with the lesson plan and reflection for evaluation.
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Community Assessment and Diagnosis Activity Instructions
Community Intervention Activity Instructions
CN 5.1
Utilize an interdisciplinary approach to complete a community needs assessment involving an area of nutrition, health and wellness or physical activity.
Possible Points 20
Evaluator Program Director
Assessment Tool Community Assessment and Diagnosis Rubric
Instructions:
Portions of the instructions that follow were adapted from NCP Community Toolbox, eatright.org and the Community Tool Box, University of Kansas: http://ctb.ku.edu/
The current community nutrition (school wellness or community intervention) project should be used for the assessment, planning, intervention and evaluation assignments that follow (CN 5.1, CN 5.2, CN 5.3)
• Prepare a summary to include the following for Assessment:
• Proposed Focus Area and/or Nutrition Intervention Program Name
• Related Healthy People 2020 Objective
• Community organizational power and structures
• Demographic data and trends (include data from each of the following - US Census, County Health Rankings, BRFSSand/or YRBSS, NHANES, food desert locator
• Existing community services and programs and relevant public policy
• Environmental characteristics
• Socioeconomic characteristics
• Possible “Root Causes” of the issue: (at least 3 literature sources)
(In an ideal setting you would possibly look at doing focus groups, surveys, etc. to get some additional data about your specific population.)
• Any funding currently available to address the focus area and intervention
• List 1-2 additional funding sources that may be available
• Summarize the assessment with a Diagnosis (PES statement)
Refer to the following source for additional guidance: University of Kansas, Community Tool Box: http://ctb.ku.edu/
CN 5.2
Utilize needs assessment findings and a theoretical framework for planning, implementing, evaluating and sustaining a program.
Possible Points 20
Evaluator Program Director
Assessment Tool Community Intervention Activity Rubric
Instructions:
Using the information from the Assessment and Diagnosis activity; complete the following for the Intervention activity:
• Goals and objectives of the intervention (develop SMART (Specific, Measureable, Achievable, Realistic, Timebound) goalsand objectives) http://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html
• Description of the intervention
• Identify applicable behavioral theory and/or framework utilized
• Projected timeline
• Projected budgetary needs
• Identify and describe the marketing mix as it relates to your team’s project and overall goals/objectives. Include the fourP’s of marketing.
• Explain how social marketing could have or would enhance the intervention.
Refer to the following source for additional guidance: University of Kansas, Community Tool Box: http://ctb.ku.edu/
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Community Monitoring and Evaluation Activity Instructions CN 5.3
Provide at least one component of a community driven program, assess outcomes and document impact.
Possible Points 20
Evaluator Program Director
Assessment Tool Community Intervention Activity Rubric
Instructions:
• Using the information from the Assessment and Diagnosis activity; complete the following for the monitoring andevaluation activity: plans to evaluate whether project objectives/outcomes will be met. Identify the types of evaluationprocedures that will be employed (i.e. formative, process, impact, outcome, structure and/or fiscal evaluation)
• Evaluate and briefly comment on the following sustainability factors for consideration: internal and external support,intervention implements policies or procedures to help ensure sustained funding, program is funded through a variety ofsources, program has a combination of stable and flexible funding, program is well integrated into the operations of theorganization, program has adequate staff to complete goals and objectives in the future, program has the capacity forquality program evaluation, program has communication strategies to secure and maintain public support, program plansfor future resource needs, program has a sustainability plan ( adapted from the Program Sustainability Assessment Tool,Washington University, St Louis, MO. http://www.sustaintool.org)
• Complete a logic model (http://fyi.uwex.edu/programdevelopment/logic-models/)
• Complete a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis
Refer to the following source for additional guidance: University of Kansas, Community Tool Box: http://ctb.ku.edu/
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Supervised Practice
Site Selection and Evaluation
Supervised practice rotation sites will be selected based upon their potential for providing a positive learning environment for the dietetic interns and their ability to provide required supervised practice experiences. The NDI Program Director is responsible for the oversight of rotation sites used for the dietetic internship. In accordance with ACEND guidelines, interns will not be allowed to “replace” employees during their supervised practice rotations. For example, if an employee at a facility calls in sick, the intern may not “fill in” for that employee. Interns may provide complete care (sometimes referred to as “staff relief”) as directed and supervised by their preceptor and as indicated for their rotation competencies.
Primary preceptors are credentialed and/or licensed as appropriate to meet state and federal regulations for the area in which they are supervising interns and must have a minimum of one-year professional practice experience post credentialing. The NDI Program Director or other NDI staff will verify that all clinical preceptors are currently registered with CDR and/or licensed with the state in which they work (if their state requires licensure). NDI staff will also verify annually that all community preceptors that are in roles requiring licensure are currently licensed. Verification of registration and/or licensure will occur annually and a record will be kept on file for all preceptors for which registration and/or licensure is appropriate.
New preceptors and rotation sites go through an initial screening process. Electronic survey, Email or telephone discussion determines the preceptor’s interest and ability to have an intern spend time with them as well as their ability to meet the requirements of the internship, spend adequate time with the intern, and provide a positive learning environment for the interns. If the NDI Program Director does not know the preceptor and is not familiar with the rotation site, and the intern will spend more than a few days at the rotation site, an onsite meeting will be scheduled to meet the preceptor in person, view the rotation site to ensure it is clean, has friendly and professional staff, and it appears to be a safe environment. A final decision will be made by the NDI Program Director to determine if the preceptor and rotation site will provide supervised practice experiences that are compatible with the internship curriculum and competencies. Rotation sites are not selected unless they are able to provide supervised practice experience activities that are able to meet competency requirements of the internship.
Agreements between rotation sites and the SDSU Nutrition and Dietetic Internship will:
• Comply with SDSU affiliation agreements already established with some of South Dakota’s major healthcare facilities(Sanford, Avera and the Veterans Affairs Hospital).
• Be put into place at rotation sites prior to dietetic interns spending time at the rotation site.• Be signed by administrators with appropriate authority to represent the rotation site.• Delineate the rights and responsibilities of both the sponsoring organization and affiliating institutions, organizations
and/or agencies.• An electronic copy of the agreement is maintained by the Program Director and all agreements are provided to SDSU
Academic Affairs.• Comply with SDSU Policy and Procedure, "Internships and Other Experiential Learning Opportunities for University
Students", Number 2:24. https://www.sdstate.edu/sites/default/files/policies/upload/Internship-Policy.pdf
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Minimum Hours Requirements
Interns must complete a minimum of 1200 hours of supervised practice (SP) hours under a qualified preceptor and demonstrate appropriate level of competence in related areas of practice to receive a program verification statement from the SDSU NDI which is required to become eligible to complete the Commission on Dietetics Registration Exam. The minimum required hours for each rotation is as follows:
• Management 300 hours
• Clinical 370 hours
• Community 370 hours
• Research 40 hours
• Didactic 20 hours (achieved throughout supervised practice as part of the NUTR 795 Practicum Orientation Summercourse, and the NUTR 794 Internship courses over the Fall and Spring Semesters)
• Other 80 hours (additional hours in rotation of combination of rotations of choice - clinical, management and/orcommunity)
• Grand Total Minimum 1200 hours
The purpose of this requirement is to provide interns valuable experiential practice under the supervision of a qualified professional. These activities usually mirror that of an entry level professional. Other activities that may count as SP hours include hours that an intern puts in that are normal work related duties such as program planning, professional development, training and meeting attendance if they are assigned and approved by the preceptor.
The number of hours an intern is engaged in SP each week is determined by the preceptor and intern when completing the detailed rotation schedule. SDSU NDI interns are also graduate students, enrolled in online courses while doing their supervised practice rotations. It is anticipated that interns work between 30 to 40 hours per week to complete the minimum 1200 hours of supervised practice over the 9-10 month time frame (1200 hours / 36-40 weeks = 30 – 34 hours/week). Some interns may also have Prior Assessed Learning (PAL) Hours applied towards the required 1200 hours of supervised practice.
Increased flexibility for use of simulation, case studies and role playing for supervised practice is incorporated into the ACEND 2017 standards. According to ACEND standards, the program must specify the program length (in months). The program must document that interns complete at least 1200 hours of supervised practice experiences with at least 75% of hours in professional work settings; up to 25% of hours can be in alternate practice experiences such as simulation, case studies and role playing. The program must document the planned hours in professional settings, simulation, case studies and role playing. The SDSU NDI plans to provide ~6% of total supervised practice hours or less as alternate practice experiences (~60 hrs) with ~ 95% as hours in professional work settings. Supervised practice in professional work settings and alternative practice settings are defined in the rotation milestones portion and appendix of this handbook.
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Prior Assessed Learning (PAL)
Credit for prior experiences in various aspects of the nutrition field may be granted in the supervised practice portion of the internship. The number of required supervised hours to be completed during the internship and the number of assignments required to be completed may be reduced upon review of prior learning experiences. This may mean that the intern may be able to complete program requirements ahead of schedule. Internship fees are not reduced for those who receive credit for prior learning. However, the cost of participating in the internship may be reduced if fewer hours need to be completed as there may be reduced driving time (reduced mileage costs) and other costs associated with completing supervised practice hours such as meals away from home.
Nutrition experiences will be evaluated on a case-by-case basis. Any experiences that are requested must have occurred outside of undergraduate dietetic coursework and didactic program activities. How recent the experiences took place will be taken into consideration in the evaluation of prior learning experiences as well as well as how closely the prior learning experience matches to current experiences required of dietetic interns. Generally, experiences occurring more than 5 years prior will not be considered for prior learning credit. It is up to the discretion of the internship program director as to whether prior learning experiences older than 5 years will be considered for prior learning.
PAL Procedure:
• PAL applications must be submitted to the NDI Program Director by June 15th during the NDI Practicum and Orientationcourse (NUTR 795). Late or incomplete PAL applications will not be considered.
• PAL applications will be submitted electronically via the intern’s SDSU box folder.
• The SDSU NDI Program Director will review the application package and determine how much credit will be allowed towardssupervised practice hours. The NDI Program Director reserves the right to contact the intern for additional documentationand clarification if deemed appropriate.
• Credit for PAL is granted for learning, not just number of years worked or work experience.
• The maximum amount of PAL that could potentially be allowed are:o Up to 160 hours of managemento Up to 120 hours of communityo Up to 120 hours of clinicalo Up to 20 hours research
• Total PAL may not exceed 400 hours.
PAL Application Packet: Resume: Provide a brief description of education, work, volunteer and service experiences. Page limit = 5 pages. PAL Competency Form (see appendix): When completing the PAL Competency Form: describe how your responsibilities have increased as you continued in your career, share examples of staff interactions, share examples of client education and describe projects. Examples of evidence that are helpful could include: sample projects and reports, letters from employer, clients and co-workers, job descriptions, copies of licenses, certificates, etc
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Sites and Scheduling
Sites
• The SDSU NDI offers supervised practice opportunities in several regions across the state of South Dakota.
• Interns spend the first year of the NDI program engaged in graduate coursework with graduate courses provided on theSDSU Brookings campus. Supervised practice rotations occur during the final academic year of the intern’s program trackwith the exception of track 3 selected interns who start their orientation in June and supervised practice rotations in Aug. ofthe year they are matched to the program.
• During the Fall semester of the first year in the NDI program; new interns in tracks 1 and 2 (new graduate students) will beasked to identify their regional preference for completion of their supervised practice rotation hours. In addition, interns willbe asked to note their potential housing opportunities for a particular region (i.e. family, friends, etc.). Every effort will bemade to accommodate intern requests. However, it will be the program director’s final decision regarding placement ofinterns in a region.
• New interns in track 3 (already have a graduate degree) will only be able to provide their regional preference for regions thatremain open. Open regions for the upcoming supervised practice academic year for potential track 3 interns will beprovided on the NDI website page under Sites, Preceptors & Scheduling by Jan. 1 of each calendar year.
• By Dec. 1 of the first year in the NDI program; the NDI program director will inform track 1 and track 2 interns of theirregional rotation placements for the following year while in supervised practice.
• Interns placed into a region may be required to travel ~60 miles to a rotation site which is dependent on where they chooseto live during their supervised practice rotations.
• Interns will be required to attend the practicum and orientation course at SDSU beginning in June each summer thru Julybefore being placed in a region for their supervised practice hours.
• Due to the distance from the SDSU campus for many of the regions, distance forms of communication (i.e. videoconferencing, etc.) will be utilized for discussions between the program director and the intern’s graduate faculty advisorwhile interns are engaged in their supervised practice rotations.
• It is the intern’s responsibility to find housing in their supervised practice region. In some regions and at certain facilities,housing may be provided.
• Interns are typically assigned to one facility for a majority of both their clinical and management rotations. Depending onregion and availability, interns may complete these rotations at more than one site. Community supervised practice hoursare typically completed at multiple sites with intern experiences typically in a retail setting, school district, with SDSUExtension and at WIC clinics (Women, Infants & Children).
Regional Rotation Placements
Watertown/Brookings Area (Max Number of Interns = 1) Travel: majority of rotations in Watertown (~26-28 wks.) with some travel to Brookings (~4-6 wks.).
Brookings/Sioux Falls Area (Max Number of Interns = 2) Travel: majority of rotations in Brookings (~26-28 wks.) with some travel to Sioux Falls (~4-6 wks.).
Sioux Falls/Madison Area (Max Number of Interns = 1) Travel: majority of rotations in Sioux Falls (`20 wks.) with some travel to Madison (~12 wks.).
Sioux Falls/Brookings Area (Max Number of Interns = 1) Travel: majority of rotations in Sioux Falls (~26-28 wks.) with some travel to Brookings (~4-6 wks)
Sioux Falls Area (Max Number of Interns = 5) Travel: majority of rotations in Sioux Falls and surrounding areas (within ~20 mi.) (~32 wks)
Mixed Region Area (Max Number of Interns = 1) If one of the following areas are full; the other option will not be available) Option A: Sioux Falls/Mitchell Area Travel: majority of rotations in Sioux Falls (~22 wks) with management rotation in Mitchell (~10 wks)
Option B: Pierre/Mitchell Area Travel: majority of rotations in Pierre (~22 wks) with management rotation in Mitchell (~10 wks) Note: housing may be provided at no cost via management site in Mitchell but is subject to availability.
Yankton/Vermillion Area (Max Number of Interns = 1) Travel: majority of rotations in Yankton (~28-30 wks.) with some travel to Vermillion (~2-4 wks.).
Aberdeen Area (Max Number of Interns = 1) Travel: majority of rotations in Aberdeen and surrounding areas (within ~20 mi.) (~32 wks)
Mitchell Area (Max Number of Interns = 1) Travel: majority of rotations in Mitchell and surrounding areas (within ~20 mi.) (~32 wks)
Rapid City Area (Max Number of Interns = 2) Travel: majority of rotations in Sioux Falls and surrounding areas (within ~20 mi.) (~32 wks)
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Site List
Sites utilized by the NDI are subject to change dependent on scheduling needs, preceptor availability, etc.
Watertown and Brookings Area
• Community Rotation: SDSU Extension, Watertown School District, WIC clinics, Hy-Vee Grocery Store in Watertown and/orBrookings
• Management Rotation: Prairie Lakes Hospital in Watertown, Aramark Services in Brookings
• Clinical Rotation: Prairie Lakes Hospital in Watertown, Brown Clinic, area Long Term Care Facilities
Brookings and Sioux Falls Area
• Community Rotation: SDSU Extension, SDSU Wellness Center, Feeding Brookings, WIC clinics, Hy-Vee Grocery Stores inBrookings and Sioux Falls, Brookings School District, Sioux Falls School District, Brandon School District, Active Generations inSioux Falls, Sanford Worksite Wellness, CBM Managed Services
• Management Rotation: Brookings Health System, VA Medical Center in Sioux Falls, Sanford in Sioux Falls, Avera in SiouxFalls, Avera Heart in Sioux Falls
• Clinical Rotation: Brookings Health System, United Living Community in Brookings, VA Medical Center in Sioux Falls, Sanfordin Sioux Falls, Avera in Sioux Falls, Avera Heart in Sioux Falls, Avera Diabetes Center, Lifescape in Sioux Falls, Dakotabilities inSioux Falls and Sanford Children’s Specialty in Sioux Falls, Madison Regional Hospital
Yankton and Vermillion Area
• Community Rotation: Yankton School District, Hy-Vee Grocery Store in Yankton, area WIC clinics, SDSU Extension
• Management Rotation: Avera Sacred Heart in Yankton, Human Services Center in Yankton
• Clinical Rotation: Avera Sacred Heart in Yankton, Human Services Center in Yankton, Sanford Health in Vermillion, area LongTerm Care Facilities
Aberdeen Area
• Community Rotation: SDSU Extension, SD Department of Health Consultant in Faulkton, Consultant for area healthcarefacilities and community outreach in Faulkton, Aberdeen School District, area WIC clinics
• Management Rotation: Avera St. Lukes
• Clinical Rotation: Avera St. Lukes, Sanford Medical Center, area Long Term Care Facilities
Mitchell Area
• Community Rotation: SDSU Extension, Mitchell School District, area WIC clinics
• Management Rotation: Avera Queen of Peace in Mitchell
• Clinical Rotation: Avera Queen of Peace in Mitchell, area Long Term Care Facilities
Pierre Area
• Community Rotation: Pierre School District, area WIC clinics, SDSU Extension
• Management Rotation: completed in Mitchell or other alternate facility
• Clinical Rotation: Sanford Health in Chamberlain, Avera in Pierre, area Long Term Care Facilities
Rapid City Area
• Community Rotation: Rapid City School District, WIC clinics, SDSU Extension
• Management Rotation: Rapid City Regional Healthcare Facilities, VA in the Black Hills, Youth and Family Services
• Clinical Rotation: Rapid City Regional Healthcare Facilities, VA in the Black Hills, Indian Health Services, Black Hills SpecialServices, area Long Term Care Facilities
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Scheduling
The number of weeks interns are actively engaged in supervised practice = ~ 49 weeks cumulative, starting June 1st of the intern’s final academic year with the NUTR 795 Practicum and Orientation course on the SDSU campus and ending in April of the following year.
Interns complete ~20 didactic hours and ~60 community hours over 8 weeks in special community projects and the NUTR 795 course during the summer and then the bulk of their supervised practice hours during the fall and spring semesters of their final academic year: • ~320 hrs management, 10 wks (min. = 300 hrs)• ~340 hrs community, 10 wks (min. = 380 hrs)• ~400 hrs clinical 11-12 wks (min. = 380 hrs)Interns continue to work on research hours related to their critical review paper or thesis throughout the summer and subsequent fall/spring semesters.
The following scheduling blocks are utilized for rotation management and are dependent on regional placement and site/preceptor availability and scheduling preferences. Every effort is made to not “break up” rotation types (i.e. management X 2 weeks then clinical X 2 weeks then back to management, etc.). However, there may be occasions when an intern’s community rotation is broken up with completion at the end or before a clinical or management rotation and is dependent on region, availability of community sites and preceptor scheduling preferences.
Aug – Mid Oct Mid Oct – 1st part of Jan* Mid Jan – End of March
Management Rotation Community Rotation Clinical Rotation Management Rotation Clinical Rotation Community Rotation
Community Rotation Management Rotation Clinical Rotation
Community Rotation Clinical Rotation Management Rotation
Clinical Rotation Management Rotation Community Rotation
Clinical Rotation Community Rotation Management Rotation *Dietetic interns during supervised practice may have approximately a 2-week holiday break if the experiences of their firstrotation are completed prior to Christmas and approved by the current supervised practice preceptor. Some preceptors haverequested that intern hours reflect the hours that staff are working and will not receive time off between the Christmas and NewYear holidays. Please refer to the Vacation and Absence policy section of this handbook.
Unique Experience Opportunities
Interns will have an opportunity to choose from various “unique experiences” located in various parts of SD. These types of experiences are voluntary and the intern is not required to choose a unique experience. The availability of these experiences is dependent on preceptor and/or site agreements and may be subject to change. These experiences are typically 1-2 weeks in length. Because these experiences may be outside of the intern’s home base region where they are doing the majority of their supervised practice rotations, lodging accommodations will be made at hotels that accept SD state rates. Interns can be eligible to receive lodging paid for by the internship for a maximum of 5 nights. If the intern desires to stay longer, any additional lodging expense will be the intern’s responsibility. Interns will be required to use their own vehicle and will not be reimbursed for travel or meals during these experiences. The program director will ascertain interest and ask interns to rank their preferences. Every effort will be made to accommodate the intern’s wishes however this may not always be possible depending on availability of experiences, intern preferences and the NDI budget. In the event that there are more “top” choices for a unique experience than there is availability – the program director will consider the intern’s rotation schedules and in some cases, “draw from a hat” to make any final determinations! Examples of unique experiences include but are not limited to: Indian Health Services, Community and Long Term Care Consultants and Healthcare facilities serving children and/or adults with disabilities.
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Preceptors
The SDSU Nutrition and Dietetics Internship (NDI) would like to express our sincere appreciation for our preceptor’s willingness to serve and educate our dietetic interns. Their dedication and contribution to the dietetics profession is admirable and an essential key to the learning process and professional growth of dietetic interns. Preceptors are our partners in this educational process and you make it possible for interns to receive the guidance they need to become qualified dietetics professionals. Their feedback and active participation is vital to the on-going improvement of the SDSU NDI!
Benefits of Being a Preceptor
• Assistance with special projects. Often, some projects can be put on hold due to lack of time. These projects can bedelegated to interns in most situations, providing them with a real-world experience while developing their skills andcompetencies.
• Sense of importance and contribution towards the dietetics profession.
• Interns can bring a new perspective and questions can help enhance best practices.
• Enhance your professional portfolio and resume by providing educational experiences as a preceptor.
Role of a Preceptor
What you do as a preceptor typically can be summarizes in six roles (as described in the CDR Preceptor training program):
• Planners – On a day-to-day basis, preceptors are responsible for planning the experiences and coordinating learningactivities with competencies. Preceptors also provide suggestions for modification to learning activities and assignments.
• Role Models – Interns learn from what you say AND do. It is critical that preceptors are deliberate in modeling professionalbehaviors and ethics.
• Information Providers – Preceptors share knowledge and help students integrate knowledge and skills they need to thinkcritically, solve problems, and become competent practitioners.
• Learning Facilitators - Interns can learn by observing but they also need to have facilitated work experiences with preceptorguidance and feedback.
• Resource Developers – Preceptors guide interns towards appropriate materials, best practices and other professionals thatcan assist interns.
• Assessors of Learning – Preceptors are integral to the assessment of the intern’s learning and competence and preceptoridentification of whether or not interns have met competency requirements is vital to the integrity of the program.
Responsibilities of a Preceptor
• Communication rotation and scheduling preferences to the NDI Program Director and interns.
• Provide interns with a thorough orientation to the practice setting reviewing codes of conduct, HIPPA guidelines andconfidentiality.
• Meet with the intern (at least weekly) to determine a schedule and plan for completing competencies.• Identify and facilitate learning activities and assignments that support intern completion of competencies. Assist the intern
in providing information on activities and assignments.
• Provide information and assistance as needed.
• Verify intern hours and completion of competencies on at least a weekly basis via the intern’s Preceptor Verification of Logs.
• Provide evaluation and feedback with the mid-rotation and end-of rotation progress reports and evaluation. If an intern isonly at the site for 49-199 hours, then only an end of rotation progress report is required. For larger facilities where theintern may spend time with multiple preceptors over one rotation – a primary preceptor will be asked to elicit feedbackfrom the preceptors and complete one mid and end of rotation progress reports. End of rotation evaluations are requiredfor all rotations over 40 hours.
• Provide remediation plans if needed and assist intern in attaining competency.
• Model code of ethics and professional behavior.
• In accordance with ACEND guidelines, interns will not be allowed to “replace” employees during their supervised practicerotations. For example, if an employee at a facility calls in sick, the intern may not “fill in” for that employee. Interns mayprovide complete care (sometimes referred to as “staff relief”) as directed and supervised by their preceptor and asindicated for their rotation competencies.
• Complete once yearly the preceptor feedback survey found online at: https://questionpro.com/t/AFQCoZSWfb
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Preceptor Training
Preceptors are provided orientation to the supervised practice rotation objectives and expected intern learning outcomes before assuming responsibilities; and ongoing training is provided to preceptors based on evaluation by the internship Program Director (PD), internship staff and faculty, and feedback from interns and advisory committee. The PD will also utilize information from the student End of Rotation Reflection and Assessment Surveys in addition to other outcome criteria to perform a yearly review of the effectiveness of faculty and preceptors related to the supervised practice rotations and experiences.
NDI Online Preceptor Training Online preceptor training is available at: https://www.screencast.com/t/xZoQEtKMEaPT The training video is approximately 35 minutes in length and covers the topics listed below. All of the information provided is
also clearly defined in the NDI handbook.
• Origin and Oversight
• Mission, Goals and Objectives• Programs of Study
• Policy and Procedures
• Curriculum and Learning Activities
• Assessment of Intern Performance
• Rotation Milestones
• Electronic Documentation Process
• Roles and Responsibilities of Preceptors and Interns
• Feedback Tips and Tools
• Professional Development Opportunities and Site AwardsThe NDI training video slides handout can be downloaded from the training website link provided above or by visiting the NDIwebpage under the Preceptor Resources tab: https://www.sdstate.edu/health-and-nutritional-sciences/preceptor-resources
Preceptor Continuing Professional Education Opportunities
The Commission on Dietetic Registration (CDR) offers at no cost, 8 continuing professional education units for RD’s and DTR’s. Go to http://www.cdrnet.org/news/online-dietetics-preceptor-training-course-free-of-charge for access to this course.
NEW! For RD’s; serving as a preceptor is now acknowledged as a learning activity by CDR! Starting June 1, 2017 – preceptors can
log activity and hours while serving as a preceptor for an accredited ACEND program. In order to receive CPEU credit: 1. The precepting must have been completed during the current recertification cycle.2. The preceptor must complete the Verification and Self-Reflection Form found at: https://www.cdrnet.org/cpeu-credit-for-
preceptors3. The form must be signed and dated by the ACEND accredited program director. The form should be retained by the
preceptor as documentation to be submitted to CDR if audited.A maximum of 3 CPEUs per year or a total of 15 CPEUs per 5-year reporting period can be awarded.
Preceptor/Site Professional Development Awards
The SDSU NDI plans to support the professional development of preceptors by providing a monetary amount towards the purchase of continuing educational units. The amount of the professional development award will be determined based on the total number of hours the site and its preceptors dedicate towards supervised practice hours. 20-40 hours = $5041-60 hours = $7561-80 hours = $10081-100 hours = $150101-150 hours = $200151-200 hours = $250201 – 300 hours = $300>301 hours = $400During yearly exit reviews with primary preceptors at sites or via email, the program director will discuss the professionaldevelopment award and options the SDSU NDI could purchase to support the sites continuing education.
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Interns
Intern Responsibilities
• Prepare for and participate in all supervised practice activities and assignments.
• Take responsibility as a self-learner and self-direct learning to meet requirements, expectations and objectives.
• Communicate regularly with preceptors and the program director regarding expectations, challenges, progress, andquestions.
• Adhere to Scope/Standards of Practice for the Profession of Nutrition and Dietetics.
• Adhere to the Code of Ethics for the Profession of Dietetics to reflect the values and ethical principles guiding thedietetics profession.
• Demonstrate strong communication, professional, organizational and critical thinking professional traits.
• Be respectful of preceptors' willingness to serve as preceptors and that their full-time commitment and priority isproviding client care.
Tips for Success During Supervised Practice
Self-Assessment: Acceptance of Placement DO 1. Analyze your interests, values & goals & be certain your faculty advisor is fully aware of them.
2. Despite temporary placement & student status, regard yourself as a professional & a member of the staff.3. Prepare yourself to expect & accept that problems & frustrations will occur.4. When problems occur, be patient & pleasant; cope with problems with an attitude toward solution &negotiation.
DON’T 1. Do not act as if you know all the answers. Remember, as a student, you are placed in the agency for alearning experience.2. Do not let yourself become involved in internal conflicts
Routine Office Matters DO 1. Be sure to find out where you are to work—office, desk space, chair, telephone, etc. so you know your
operational base.2. Be aware of office practices regarding dress, protocol, office hours and flexibility, holidays. Follow rules setfor regular staff.
DON’T 1. Do not expect any special treatment.
Orientation DO 1. Request & read information you need regarding the organizational structure, names of key people, office
policies & procedures to facilitate your orientation.2. Determine what information you may need which has already been compiled. Find out who isknowledgeable in your own office and others.3. Become familiar with the entire agency so you can see where you fit.
DON’T 1. Do not take too long to familiarize yourself with the agency, staff, etc.2. Do not let yourself “take sides” in office politics.3. Do not be critical of the nutrition staff if documents & plans do not follow the format learned in school. Theformat & procedures for such documents as plans, budgets, etc. are usually dictated by the agency or a highergovernmental entity.
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Integrating into the New Environment DO 1. Initially, learn to fit in by being formal toward everyone. Then gradually, depending upon the climate,
establish friendships or at least pleasant working relationships with other employees.2. Learn quickly, the people who facilitate the work-flow.3. Attempt to gain an appreciation for the clerical and secondary functions of the agency, for they are thebuilding blocks of the primary mission. A finished project can be delayed, altered, or expedited dependingupon the inclination of the clerical staff!4. Develop a list of persons to know in your working environment so when you need to contact them, youhave their phone numbers. You may want to include other information, e.g., the context of your meeting, thedate, the person’s position, etc.5. In order to become involved with the process of management, make an effort to attend meetings, beincluded on reading lists, and in other day-to-day management activities.6. Record events that occur to assist with preparation of your documentation for the competencies (keep adaily journal of what you are doing and learning).
DON’T 1. Do not become so assertive as to threaten other employees; however, appear competent enough toestablish a basis for receiving favorable recommendations.2. Do not exercise authority. However, do be ready to offer suggestions.3. Do not become “pigeon-holed”, but attempt to expand your knowledge by contacting program managers inother divisions to gain insight into the organization as a whole. Contacting managers in other agency units orother agencies should always be coordinated through your preceptor.
Establishing the Task(s) & Assignments DO 1. Establish the expectations, limitations, and directions of the competencies with your preceptor at the
beginning of your rotation.2. Evaluate your assignments in terms of the amount of time available during your rotation.3. If occasionally asked to perform routine work, remain pleasant and complete the tasks. However, if amajority of your assignments constitute busywork, speak with your preceptor. If necessary, inform theDietetic Internship Program director and ask for assistance.4. Plan carefully around the time available to you so time limitations will not be a problem. Draw a time line soyou and your supervisor will be able to realize the time required for an assignment.
DON’T 1. Do not hesitate to contact the internship director if the experiences are not in line with the competencies.2. If you feel a task is irrelevant, do not accept the task without asking questions about its relevance. However,do not ask questions in such a way as to be offensive.3. Do not allow yourself to be overloaded with tasks no other staff member will do.4. Once you have learned a procedure or task, do not be tempted to repeat it. Your mission is to move on andgain as much varied experience as possible.5. Do not pretend you performed a certain type of task when, in fact, you have not; do not refrain from askingquestions until you understand the task at hand.6. If you leave an unfinished product, do not leave it in such a condition that no one else would be able tocontinue working with it.
Developing Student/Preceptor Rapport DO 1. Establish a good working relationship so you will be able to talk freely about what you are receiving or
lacking from the experience.2. Assure your field advisor you have a desire to learn and you are putting forth all efforts to make theexperience worthwhile.3. If you suffer from “lack of guidance”, remedy the situation by either approaching your preceptor orprogram director.
DON’T 1. Do not fail to have regularly-scheduled meetings with your field advisor so you can acquire feedback.
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Vital Elements of Successful Experience DO 1. Do make the most of your situation. Gain as much experience and knowledge as possible, and at the same
time make a meaningful contribution to the agency.2. Follow through on whatever job you undertake; deadlines are important and should be strictly adhered to.3. As a student, be aware that educational training is an important tool to be used in the working world. Theclassroom theories are helpful, but there are exceptions and situations that require flexibility and experiencewhen putting book-learning to work in the “real world.”4. Develop and maintain careful, quality work habits.5. Since staff may be busy, schedule meetings with individuals several days in advance.6. Take advantage of training workshops offered inside and outside of the organization.7. Keep a positive attitude and remember that new ideas take a long time to implement.
DON’T 1. Do not become discouraged when your prepared reports go through a refining process when reviewed bystaff. Remember, they are the experts and know what will get the job done. Your job is to gain experience andknowledge while keeping an open mind2. Do not refrain from contributing.3. Do not be defensive when you make mistakes. Mark it off as par for the course and continue on. Rememberyou are there to develop your talents and skills.4. Do not allow yourself to become involved in issues which came to friction before you came on board, norbecome involved in office politics (be an impartial observer).
Future Direction DO 1. Be aware of the possibility you may discover a change in your career objectives based upon your
experiences.
DON’T 1. Do not expect to be an expert upon completion of your supervised experiences. But do realize you will be“practice-ready” as an entry level dietitian.
Adapted from Koehler, Cortus T.: The Intern and the Internship from Beginning to End, Teaching Pol. Sci., pp. 329-335, April, 1980.
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Appendix
Master Checklist Interns update online via their box folder. The evaluator type is indicated in the column following the assignment. PD = Program Director, PC = Preceptor X Program Specific Items Timeframe NUTR 795 Summer
SDSU Graduate School Application April of yr accepted Standards of Practice Quiz PD
Graduate faculty advisor assigned April/May of yr accepted Code of Ethics Quiz PD
Background check By June 1 of yr accepted Professional Development Portfolio PD
Photo release form signed By June 1 of yr accepted Writing for the General Public Article PD
Proof of MMR vaccination By June 1 of yr accepted Motivational Interviewing PD
Proof of Hep B series By June 1 of yr accepted Human Factors Exercise PD
Proof of tDap vaccination By June 1 of yr accepted Farm Tour PD
Proof of varicella immunity By Aug 1 of yr accepted Media Training PD
DPD Verification Statement By Aug 1 of yr accepted NUTR 794 Fall
DPD Official Transcript By Aug 1 of yr accepted Attend SDAND/ Discussions PD
Attend New Intern Orientation Sept of yr accepted Cultural Competency Certificate PD
Acknowledgement of Handbook By Oct 1 of yr accepted IPE Day at USD PD
Graduate plan of study and track By Oct 1 of yr accepted NUTR 794 Spring
Regional preference survey By Oct 1 of yr accepted Resume, Cover Letter, LinkedIn Profile PD
Proof of health insurance By Oct 1 of yr accepted Mock Interview PD
Proof of valid driver’s license By Oct 1 of yr accepted NUTR Summer, Fall and/or Spring
Academy membership By Oct 1 of yr accepted Mentoring and Precepting Others PD
Sanford orientation/HIPPA training April of yr starting SP Research
TB test April or May of yr starting SP Review paper or thesis completed PD
Prior Assessed Learning application By June 15 of yr starting SP Completion of SP Research Hours PD
Flu shot By Nov 1 of yr in SP MANAGEMENT ROTATION Hrs Required Hrs Completed
Exit Review meeting with PD By May 15 of yr in SP Management Review and Practice Exam PD
RDN/RD Misuse statement signed By May 15 of yr in SP Productivity Simulation PD
Exit Review survey By June 1 of yr done Food Flow Report PC
Graduate degree official transcript When completed Quality Assessment Report PC
Verification statement signed When requirements met Sanitation and Safety Review PC
CDR exam eligibility and registration After verification statement Inspection and Findings PC
Take CDR exam When ready Recipe and Menu Development PC
Get a job and celebrate! Within 12 months Employee Inservice or Training PC
Post graduate alumni survey 12-18 months post completion Staffing and Scheduling PC
Employee satisfaction survey 12-18 months post completion Capital Planning Report PC
Alternative Practice Experiences SP Hours Feasibility Study PC
Approved APE hrs completed PD approves & documents Business Plan or Proposal PC
Staff Relief Management PC
Mid Point Preceptor Evaluation (if >200 hrs) PC
End of Rotation Preceptor Evaluation (if >40 hrs) PC
End of Rotation Intern Feedback Survey NA
COMMUNITY ROTATION Hrs Required Hrs Completed
Community Review and Practice Exam PD
Legislation and Advocacy Exploration PC
CLINICAL ROTATION Hrs Required Hrs Completed WIC Online Learning Modules PD
Clinical Review and Practice Exam PD Smarter Lunchrooms Training PD
Informatics Summary PC Food Waste in America Review PD
Reimbursement Summary PC School Wellness Intervention PC
Interprofessional Meetings Summary PC Community Wellness Intervention (Limited Resource Audience) PC
Case Study 1 (ETOH & TPN) PD Assessment and Diagnosis Activity PD
Case Study 2 (older adult, GI, enteral nutrition) PD Intervention Activity PD
Personnel Support Referral Summary PC Monitoring and Evaluation Activity PD
Clinical Skills I PC Mid Point Preceptor Evaluation (if >200 hrs) PC
Case Study 3 (chronic kidney disease) PD End of Rotation Preceptor Evaluation (if >40 hrs) PC
Case Study 4 (unintended wt. loss, older adult) PD
Overweight/Obesity PCW PC
Diabetes PCW PC
Cancer PCW PC
Cardiovascular PCW PC CLINICAL AND/OR COMMUNITY ROTATION
Clinical Skills II PC Develop Nutrition Education PC
Interprofessional Referral Summary PC Provide Nutrition Education (Individual/Family) #1 PC
Nutrition Focused Physical Exam PC Provide Nutrition Education (Individual/Family) #2 PC
Case Study Presentation PC Provide Nutrition Education (Individual/Family) #3 PC
Clinical Skills III PC Provide Nutrition Education (Individual/Family) #4 PC
Mid Point Preceptor Evaluation (if >200 hrs) PC Provide Nutrition Education (Individual/Family) #5 PC
End of Rotation Preceptor Evaluation (if >40 hrs) PC Provide Nutrition Education (Group) #1 PC
End of Rotation Intern Feedback Survey NA Provide Nutrition Education (Group) #2 PC
Provide Nutrition Education (Group) #3 PC
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Acknowledgement of Receipt of Policy Handbook
I acknowledge that I have received the SDSU NDI Handbook containing the policies and procedures governing the internship. Iacknowledge that I am responsible for knowing, understanding, and following the policies and procedures governing theinternship of the Health and Nutritional Sciences Department at SDSU as well as the SDBOR and SDSU policies and procedures. Iacknowledge that I will not be provided with a verification statement for eligibility to take the examination for dietitians if thefollowing are not completed:1. Completion of a minimum of 1200 hours of supervised practice experience including a minimum of 380 hours in clinical, 300
hours in management, 40 hours in research, 380 hours in community and 100 hours in other (i.e. didactic practicum, specialization or areas where additional work is needed)
2. Completion and preceptor verification of rotation hours log, and summary logs documenting conditions, populations and diverse cultures experienced.
3. Intern must receive a final mean rating of Proficient (3) or Exceptional (4) on their final end of rotation preceptor evaluation of performance traits for each rotation.
4. All learning activities/assignments used to evaluate competencies must receive a final rating of Proficient (3) or Exceptional(4) for the intern to pass that competency. The preceptor and/or program director will assist the intern in formulating an action plan for competency completion at that site. If the intern fails to meet the competency at the site, the program director will discuss an action plan and arrange for a new site with the intern.
5. If the intern continues to fail in passing the competency after being provided with an action plan including one new preceptor/site, then the intern will not be provided with a program completion verification statement and will be terminated from the supervised practice (internship portion) of the graduate degree and dietetic internship program.
6. Completion of the student rotation evaluations, surveys and required activity checklists as directed by the Program Director.
7. Completion of specified assignments as required by the Dietetic Internship Program Director.
8. Satisfactory completion of graduate coursework and passing the oral examination. All requirements for graduate degree must be met and official transcript from graduate degree received.
9. Attendance at all seminars, workshops, committee meetings, and conferences as required by the Dietetic Internship Program Director.
10. Verification that all SDSU Dietetic Internship equipment, manuals, kits and promotional materials have been returned in proper condition and working order.
11. Completion of exit survey and interview with Program Director.
12. The maximum amount of time allowed for program completion for track one interns is 36 months.
13. The maximum amount of time allowed for program completion for track two interns is 54 months.
14. The maximum amount of time allowed for program completion for track three interns is 18 months.
15. Exceptions will be considered by the Program Director and Internal Faculty Advisory Committee due to illness and/or leave of absence in accordance with the illness and leave university policies. According to university policy, master’s graduate students have a maximum of 6 years to complete their graduate degree. In the instance where an intern has not completed their graduation requirements for a graduate degree in addition to their supervised practice internship hours in the maximum time frames specified; students may continue in their didactic graduate requirements for their graduate degree but will not be eligible to receive a verification statement for taking the registration exam for dietitians.
Signature of the Student Date
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Management Rotation Hours and Summary Log
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Clinical Rotation Hours and Summary Log
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Community Rotation Hours and Summary Log
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Approved Alternative Practice Experiences
S=Simulation, CS = Case Study, RP = Role Playing, OT = other The number of approved APE hours for each are indicated in the table below. These hours will count towards meeting supervised practice hours.
Description Management Hours
Clinical Hours Community Hours Research Hours Didactic Hours
S CS RP OT S CS RP OT S CS RP OT S CS RP OT S CS RP OT
Standards of Practice Quiz
1
Code of Ethics Quiz
1
PD Portfolio 1Job Seeking 3
SDAND Meeting 8 Cultural Competency Certificate
2
Motivational Interviewing
1
Review Paper or Thesis 20
Article
Mentoring & Precepting Others
3
Human Factors Exercise
1
Case Study 1 1
Case Study 2 1
Case Study 3 1
Case Study 4 1
IPE Day 6Productivity Simulation
2
Management Clinical Community Research Didactic
Total APE Hours 2 10 10 20 20
Min. Required Hours
300 370 370 40 20
% of APE Hrs/Required Hrs by Rotation
0.6% 3% 3% 50% 100%
APE Hrs/Required Hrs
62 APE Hrs/1200 min. SP Hrs = 5%APE Hrs = 62 (<300) and Professional Work Setting (PWS) SP
Hrs = 1140( >900) Meets ACEND Standard 1, Element 1.6
Note: Interns have a preference of 80 hours to add to either their Management, Clinical and/or Community Rotation.
2
Media Training 4
Farm Tour 3
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SDSU NDI Mid or End of Rotation Preceptor Evaluation
Preceptor’s Name Intern’s Name
Mid or End of Rotation Evaluation
Critical Thinking Skills1
CRDN 1.6: Incorporate critical thinking skills in overall practice. Total Possible Points 14
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Values truth over preconceived opinions, personal interests, or winning an argument.
Understands and respects the thinking and opinions of others, tolerant and willing to consider new ideas and viewpoints.
Wants to know how things work and how they could be improved.
Anticipates possible problems or consequences, persistent in understanding a problem.
Understands own limitations and trusts own ability to make judgments.
Understands that problems may have more than one well-reasoned solution.
Recognizes the need to reach closure even in the absence of complete knowledge.
Total Points
Level of Performance
Exceptional (Pass) = 13-14 points Limited (Failed) = 4-6 points Proficient (Pass) = 7-12 points Deficient (Failed) = 0-3 points
Interprofessional Collaboration2
CRDN 2.4: Function as a member of interprofessional teams. Total Possible Points 12
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Consistently responds to requests in a timely manner.
Consistently establishes collaborative relationships with others and demonstrates recognition of the relationship between team functioning and quality care.
Consistently integrates information and perspectives from others in planning and providing services.
Consistently demonstrates professional judgment when assuming tasks or delegating tasks.
Consistently accepts responsibility for individual actions that may impact others.
Consistently seeks clarification in a respectful manner if the need arises.
Total Points
Level of Performance
Exceptional (Pass) = 11-12 points Limited (Failed) = 3-5 points Proficient (Pass) = 6-10 points Deficient (Failed) = 0-2 points
Negotiation Skills2
CRDN 2.8: Demonstrate negotiation skills. Total Possible Points 8
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Consistently communicates with others in a confident, assertive and respectful manner.
Consistently seeks the perspectives and opinions of others.
Consistently uses active listening when others are speaking.
Consistently uses appropriate conflict resolution strategies to manage and/or resolve conflict if the need arises.
Total Points
Level of Performance
Exceptional (Pass) = 7-8 points Limited (Failed) = 2-3 points Proficient (Pass) = 4-6 points Deficient (Failed) = 0-1 points
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Professional Attributes
CRDN 2.10: Demonstrate professional attributes in all areas of practice. CRDN 2.1: Practice in compliance with current federal regulations and state statues and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics for the Profession of Dietetics.
Total Possible Points 12
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Protects confidential information and upholds the Academy of Nutrition and Dietetics Code of Ethics.
Self-motivated and responsible.
Demonstrates effective verbal and non-verbal communication skills.
Demonstrates efficient time management and effective organizational skills.
Reports to work on time.
Maintains a professional appearance.
Total Points
Level of Performance
Exceptional (Pass) = 11-12 points Limited (Failed) = 3-5 points Proficient (Pass) = 6-10 points Deficient (Failed) = 0-2 points
Cultural Competence3
CRDN 2.8: Demonstrate negotiation skills. Total Possible Points 6
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Provides effective, equitable, understandable, and respectful quality care.
Provides care that is responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs.
Provides easy to understand educational materials and information in the language preferred by the client and/or if applicable seeks language assistance.
Total Points
Level of Performance
Exceptional (Pass) = 5-6 points Limited (Failed) = 1-2 points Proficient (Pass) = 3-4 points Deficient (Failed) = 0 points
Level of Performance Expectations LEVEL 4 EXCEPTIONAL (PASS) Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment. (90-100% of possible points are achieved) LEVEL 3 PROFICIENT (PASS) Meets expectations for all criteria related to this activity/assignment. (50-89% of possible points are achieved) LEVEL 2 LIMITED (FAILED) Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice. (25-49% of possible points are achieved) Requires Remediation* LEVEL 1 DEFICIENT (FAILED)Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice. (0-24% of the possible points are achieved) Requires Remediation*
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity tomodify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. Ifapplicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature:
1. Adapted from: California Critical Thinking Disposition Inventory (CCTDI). Insight Assessment http://www.insightassessment.com/Resources/Insight-Assessment-Support-of-Research 2. Adapted from: Curran, V et al.
Interprofessional Collaborator Assessment Rubric. Academic Health Council. 2010. 3. Adapted from: National CLAS Standards (Culturally and Linguistically Appropriate Services). Think Cultural Health, USDHHS;Office of Minority Health. https://www.thinkculturalhealth.hhs.gov/Content/clas.asp
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SDSU NDI Assignment Cover Sheet
Intern’s Name Preceptor’s Name
Date Completed Site
Rotation Type (check one box)
Management Community – Extension Community – WIC, HS, SNAP
Community – School Community – Retail
Clinical – General Clinical – Long Term Care
Research Didactic
Name of Assignment
ACEND Competency
Assignment Instructions
Modifications if any
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SDSU NDI Patient Care Worksheet (PCW)
Date:
DOB: Age: Gender:
Medical Diagnosis:
Past Medical Hx:
NUTRITION ASSESSMENT
1. Food & Nutrition Intake HistoryCurrent appetite: Changes in appetite: GI: Nausea Vomiting Diarrhea Constipation Describe: Oral: Difficulty chewing Difficulty swallowing Describe:
Current Diet (24 hr recall):
Breakfast Lunch Dinner Snacks
Usual Food Intake: (~times and/or ~servings per day or week)
Alcohol
Fruits/Veg
Dairy Proteins
Grains
Sugar Sweetened Beverages
Salty Snacks
Candy/Sweets/Desserts
Other
Changes in diet the past year?: Food Preferences: Food Allergies/Intolerances:
Medication and herbal supplement use, including reason for use, drug/nutrient interactions, and possible GI disturbances:
Knowledge, Beliefs and Attitudes:
• Level of knowledge/skilldisease and nutrition risk factors inadequate basic moderate comprehensive unsure effect of diet inadequate basic moderate comprehensive unsure Notes:
• Motivationperceived susceptibility to nutrition related problems yes no unsure
understanding of severity of risk to health yes no unsure believes that benefits of diet change outweigh barriers yes no unsure verbalizes desire to change diet and nutrition-related behaviors yes no unsure Notes:
• Readiness to Change pre-contemplation contemplation preparation action maintenance unsure
Notes:
• Social NetworkAble to use social networks to support his behaviors? yes no maybe unsure
Notes:
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Access to Food and Food/Nutrition Related Supplies:
• Who purchases and prepares foods?
• Their ability and skill to prepare food?
• Meal preparation facilities adequate or limited?
• Shopping access?
• Dining out access and frequency?
• Resources adequate for food purchases?
• Participation in food assistance programs?Notes:
Physical Activity and Function: confined to bed ambulatory involuntary physical movement/tremor
usual physical activity sedentary moderate vigorous times / week Notes:
2. Anthropometric:Ht Wt BMI IBW %IBW Adjusted BW (if ≥20% IBW) Unplanned weight loss in the past 3-6 months? yes no maybe unsure If yes, how much?
Estimated Nutritional Needs: Calories Protein Fluid
3. Biochemical, Tests and/or Procedures:
Test Result WNL, or Test Result WNL, or
Na Alb
K AST
Cl- ALT
BUN Hgb Cr Hct
Glucose WBC
HgbA1c PT
Ca INR
PO4 Mg
Other lab values:
Tests (e.g., gastric emptying tie, resting metabolic rate)
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4. Nutrition Focused Physical ExamPerformed? If not performed, is an NFPE recommended? Comments: Exam Area Notes Severe
Malnutrition Mild-Moderate Malnutrition
Well Nourished
Fat Loss
Orbital
Upper Arm
Thoracic/Lumbar
Muscle Loss
Temples – temporalis muscle
Clavicle Bone Region – Pectoralis Major, Deltoid, Trapezius Muscles
Clavicle and Acromion Bone Region – Deltoid Muscle
Scapular Bone Region – Trapezius, Supraspinus, Infraspinus Muscles
Dorsal Hand – Interosseous Muscle
Patellar Region – Quadriceps Muscle
Anterior Thigh Region – Quadriceps Muscles
Posterior Calf Region – Gastrocemius Muscle
Edema Rule out other causes of edema, patient at dry weight
5. Micronutrient Exam:
Hair Neck Eyes Nails
Face Skin
Mouth GI
Lips Skeletal
Gums Muscular
Taste Nervous
Teeth
ASPEN Academy Adult Malnutrition Criteria Acute Illness/Injury Chronic Illness Social/Behavioral/Environmental Circumstances Severe Malnutrition Moderate Malnutrition Nourished
Comments:
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NUTRITION DIAGNOSIS
DOMAIN TERMS PROBLEM, ETIOLOGY, SYMPTOMS (PES) Intake
Clinical
Behavioral-Environmental
NUTRITION INTERVENTION
Food and/or nutrient delivery:
Nutrition education:
Nutrition counseling:
Coordination of nutrition care:
NUTRITION MONITORING AND EVALUATION
Food/nutrition related history:
Biochemical data, medical tests, and procedures:
Anthropometric measurements:
Nutrition-focused physical findings:
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Preceptor Assessment Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed)
9-10LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
5-8LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
3-4LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-2LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator commentsbelow.
Evaluator Comments:
Evaluator Date and Signature:
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Job Seeking Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Resume and cover letter are professional, neat and free of errors and provides examples of transferable and relevant skills
LinkedIn profile is professional and informative
Interviewee is punctual and dressed appropriately
Maintains eye contact and appears confident and poised
Answers questions clearly, is prepared and knowledgeable about the position they are applying for
Comes across as someone who can work well with others
Uses proper language and enunciates responses
Answers questions with appropriate wait time
Avoids distracting mannerisms and phrases (i.e. ums, pen clicking, etc.)
Provides straightforward, concise and honest responses
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
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Level of Performance (number of points required for each level is listed) Job Seeking
27-30LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
15-26LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
8-14LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-7LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modifiedseries of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluatorcomments below.
Evaluator Comments:
Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 111
Productivity Simulation Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Uses correct indicators to determine needs for desired outcomes
Gathers appropriate evidence or data
Analyzes salaries and hours worked to effectively and efficiently utilize staff to meet desired outcomes
Analyzes data to determine most effective and efficient use of products to meet desired outcomes
Proposed plan effectively communicates needs and direction to meet desired outcomes
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed)
18-20LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
10-17LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
5-9LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-4LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator commentsbelow.
Evaluator Comments
Evaluator Date and Signature:
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South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 113
Writing for the General Public Article Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
The main purpose of the article is very easy to identify
The content is not overwhelming and pinpoints what readers want and need to know
Content is culturally appropriate
Content is accurate and up to date
Material is organized, making it easy for the reader to navigate through the material
Writing is in a conversational style, using an active voice
Sentence length is simple, direct, specific and relatively short
Technical terms are used only when readers need to know
Material is written with a positive and friendly, non-judgmental tone
Instructions/recommendations are specific
Information sources are trusted by readers
Does the material provide direction for how to get help or more information
References are from peer reviewed sources and reflect standards of practice
Citations are complete
Grammatically correct, concise, free of spelling errors and well phrased
Level of Performance (number of points required for each level is listed)
27-30LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
15-26LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
8-14LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-7LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modifiedseries of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluatorcomments below.
Evaluator Comments:
Evaluator Date and Signature:
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Recipe and Menu Development Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Conducts nutritional analysis
Prepares a standardized recipe or modifies existing recipe with complete components correct and applicable to facility
Menu portion includes accommodations (i.e. culture, ethnicity or religious practices)
Special diet considerations are adequately included
Menu adaptation procedures are outlined (i.e. ordering and production needs)
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed)
18-20LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
10-17LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
5-9LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-4LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments
Evaluator Date and Signature:
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South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 117
Employee Inservice or Training Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Develops plan or tool to evaluate effectiveness of training
Makes proper arrangements for presentation of training to staff
Leads training in a way so as to facilitate behavior change
Completes training documentation appropriately and completely
Uses appropriate language and speaking voice when presenting in-service (is non-judgmental)
Uses appropriate eye contact, facial expression and posture when interacting with audience
Articulates message in a organized manner with a clear summary
Listens to and utilizes client reactions to guide responses
Presentation and materials consider life experiences, cultural diversity and educational background of the target audience
Establishes rapport with audience
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 118
Level of Performance (number of points required for each level is listed) Employee Inservice or Training
27-30LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
15-26LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
8-14LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-7LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments
Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 119
Business Plan or Proposal Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Works with preceptor to identify need and justification
Collects data/evidence to justify purpose or need
Uses facility or department goals to justify purpose or need
Identifies support personnel and/or equipment needs if applicable
Creates effective schedule and/or production needs to support proposal
Considers risk management in plan (i.e. safety, sanitation)
Analyzes factors related to quality in the plan
Analyzes financial factors in the plan
Analyzes factors related to productivity in the plan
Plan is comprehensive and relevant to the purpose or need
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
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Level of Performance (number of points required for each level is listed) Business Plan or Proposal
27-30LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
15-26LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
8-14LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-7LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments
Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 121
Staff Relief Management Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
When providing staff relief; worked well independently with oversight from preceptor
When providing staff relief; responsibilities were carried out in a timely and efficient manner
When providing staff relief; conducted self in a professional, congenial and collaborative manner
When providing staff relief; effectively communicated recommendations and/or assigned duties to others
When providing staff relief; work was accurate, reliable and in accordance with the standards of practice and code of ethics for the dietetics profession
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed)
18-20LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
10-17LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
5-9LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-4LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments
Evaluator Date and Signature:
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South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 123
Nutrition Care Process Evaluation Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Assessment
Appropriately utilizes relevant Food/Nutrition Related History
Appropriately utilizes relevant anthropometric measurements
Appropriately utilizes relevant biochemical data
Client history covers personal, medical, family and social history.
Nutrition assessment data is accurate and compared against relevant reference standards or individual and family centered goals
Diagnosis
Identifies the most pertinent nutrition diagnosis/problem and provides evidence which supports etiology of the diagnosis
PES statement is accurate and written using standardized terminology.
Intervention Plan
Intervention focuses on resolving the etiology
Nutrition prescription is concise and based on current reference standards, client’s history and identified diagnoses.
Intervention incudes goals and objectives of care for Food and/or Nutrient Delivery.
Intervention includes goals and objectives for Nutrition Education.
Intervention includes goals and objectives for Coordination of Nutrition Care
Monitoring and Evaluation
Monitoring plan indicates measureable parameters relevant to the assessment, diagnosis and intervention.
Evaluation is assessed against results previously recorded and the intervention goals set or compared to a desired reference standard.
General Content and Application
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Establishes rapport with patient/family
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 124
Mechanics and Timeliness (Nutrition Care Process Evaluation)
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed) Patient Care Worksheet
36-40LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
20-35LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
10-19LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-9LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator commentsbelow.
Evaluator Comments:
Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 125
Case Study Presentation Rubric
Preceptor’s Name Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Organization
Introduction of self and topic is succinct and understandable
Statement of purpose or objectives are relevant and understandable
Level appropriate for audience
Presentation is easy to follow, logical sequence
Summation/conclusions are relevant, thorough yet succinct and understandable
Knowledge of Subject
Full introduction of patient, including the patient’s interests and the impact of the disease on the patient’s lifestyle is appropriate and exhibits a high level of understanding
Assessment of the nutritional status is accurate and relevant
Diagnosis with PES statements is accurate and relevant
The plan and implemented nutrition interventions including prioritization of the nutrition diagnosis, prescription, goals, and managing interventions is provided and is accurate and relevant
Extent of knowledge overall is adequate
Monitoring and evaluation report of the problems, etiologies, signs, symptoms, and the impact of the interventions on the nutrition diagnosis are included and is accurate and relevant
Accurate interpretation of information overall is at a high level
The plan and implemented nutrition interventions including prioritization of the nutrition diagnosis, prescription, goals, and managing interventions is accurate and relevant
Intern’s Assessment of Relevancy
Recommendations are realistic: feasible implementation regarding the patient and facility
Explanation of rational for recommendations supported by history and assessment is provided and is relevant and appropriate
Presentation
Voice – easy to hear and understand and Speech is grammatically correct
Mannerisms – free from distracting habits
Delivery – smooth, relaxed with interest and enthusiasm exhibited
Visual Aids and Handouts (if used) – appropriate, clear, accurate, easily seen
Reference citations list − appropriate, clear, accurate, easily understood
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 126
Mechanics and Timeliness (Case Study Presentation)
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed) Case Study Presentation
45-50LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
25-44LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
13-24LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-12LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern anopportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified seriesof two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator commentsbelow.
Evaluator Comments:
Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 127
Develop Nutrition Education Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Current, accurate, and consistent with USDA Dietary Guidelines and MyPlate
Promotes relevant health issues for target audience and purpose is clear
Behavioral focus contains no more than two main themes and specific examples of desired behavior included
Specific examples of desired behavior included
Culturally appropriate content and images for target audience
Uses simple, common words
Messages focus mostly on the positive behavior desired
Active voice, second person (you/your), conversational tone
Repetition of key words and/or new concepts
Logical order, most important message first
Short paragraphs, space around headings and text, blocks of text are left justified
Informative headings/subheadings
Easy to read font and important text is bolded or underlined if necessary
Purposeful and relevant images
Reading grade level is appropriate for the audience
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 128
Mechanics and Timeliness (Develop Nutrition Education)
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed) Develop Nutrition Ed Materials
36-40 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
20-35 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
10-19 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-9 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments: Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 129
Provide Nutrition Education (Individual/Family) Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Demonstrates cultural competence in delivery of education
Addresses patient and/or family members in a respectful and professional manner and builds rapport
Education provided is accurate and evidence based
Education provided is suitable for patient’s stage of change and is patient centered
Elicits appropriate and necessary information from patient and/or family members effectively
Delivers education in an understandable manner, appropriate for patient
Responds appropriately to patient body language, questions, and statements
Wraps up and concludes session appropriately
Provides take-home tools appropriate for the situation (handouts, etc.)
Documented patient encounters effectively
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 130
Mechanics and Timeliness (Provide Nutrition Education (Individual/Family)
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed) Provide Nutrition Education
27-30 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
15-26 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
8-14 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-7 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 131
Provide Nutrition Education (Group) Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Lesson plan was adequately completed
Demonstrates cultural competence in delivery of education
Addresses members in a respectful and professional manner and builds rapport
Education provided is accurate and evidence based
Education provided is suitable for target audience
Delivers education in an understandable manner, appropriate for group
Responds appropriately to patient body language, questions, and statements
Wraps up and concludes session appropriately
Provides take-home tools appropriate for the situation (handouts, etc.)
Any questions asked by preceptor in preparation and/or questions from clients were answered in a respectful way, utilizing current science-based answers
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 132
Mechanics and Timeliness (Provide Nutrition Education Group)
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed) Nutrition Ed Classes
27-30 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
15-26 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
8-14 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-7 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature:
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 133
Nutrition Focused Physical Exam Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Introduces self adequately to patient/family and provides rationale for NFPE request
Asks for patient permission to examine them
Washes and dries hands thoroughly prior to exam and wears gloves during exam
Uses standard precautions to prevent disease transmission
Examines the following for fat loss: orbital pads, ribcage, triceps skinfold
Examines the following for muscle loss: temples, chest, shoulders, hands, back
Examines the following for muscle loss: thighs, calves
Examines the following for edema: feet, legs
Examines the following for micronutrient deficiency: hair, eyes, tongue, lips, skin, nails
Examines oral cavity using adequate lighting
Correctly identifies level of muscle loss if present as (mild, moderate, severe)
Correctly identifies level of subcutaneous fat loss if present as (mild, moderate, severe)
Correctly identifies degree of fluid accumulation if present as (mild, moderate to severe, severe)
Correctly identifies possible micronutrient deficiencies if present.
Overall NFPE was completed in a timely manner, consistent with patient’s condition and preferences
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
South Dakota State University Nutrition and Dietetics Internship Handbook 2017-2018© 134
Mechanics and Timeliness (Nutrition Focused Physical Examination)
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed) NFPE
36-40 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
20-35 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
10-19 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-9 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments: Evaluator Date and Signature:
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Clinical Skills I Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Demonstrates understanding of the meal delivery system and procedures used to generate a diet order, including communication between food service and nursing units
Demonstrates understanding of the procedures used for nourishment, supplements and enteral feedings
Demonstrates understanding of the procedure for recommending a special/therapeutic diet and special requests per patient preferences
With Minimal to Moderate Guidance from Preceptor………………
Accurately gathers assessment information from the medical record
Performs nutritional screens, obtaining pertinent information
Interviews patients and obtains diet histories for low and moderate risk patients
Establishes good rapport with patients
Follows up on information given
Utilizes appropriate tools to calculate intake as indicated on assigned
Conducts meal rounds as part of the nutrition assessment
Accurately assesses energy and other nutrient needs using appropriate calculations, tables and parameters on low and moderate risk patients
Evaluates appropriateness of diet as ordered, plans diets and recommends changes as necessary for low and moderate risk patients
Able to formulate care plans for low and moderate risk patients
Able to assess patient’s educational needs and select appropriate teaching materials for routine diets
Is able to provide nutrition education for routine diets
Monitors and follows up regarding effectiveness of interventions for low and moderate risk patients
Documents on low to moderate nutritional risk patients appropriately according to facility standards
Interprofessional: interacts with other members of the team in a courteous and professional manner and provides recommendations if needed regarding patient care
Work Load Volume: Completes tasks on low to moderate risk patients with increasing volume throughout the rotation
Independence: Completes tasks on low to moderate risk patients under the guidance of the preceptor. Able to identify and research information on patient care issues with minimal guidance from preceptor
Total Points
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Level of Performance (number of points required for each level is listed) Clinical Skills I
36-40 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
20-35 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
10-19 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-9 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature: Skills portion adapted from Keene State University Dietetic Internship, Clinical Skills Evaluation Form.
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Clinical Skills II Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Utilizes the meal delivery system and procedures used to generate a diet order, including communication between food service and nursing units
Utilizes procedures to make nourishment, supplement and/or enteral diet requests
Utilizes procedures to order special/therapeutic diets and/or make requests based on patient preferences
Independently or with Minimal Guidance from Preceptor……….
Accurately gathers assessment information from the medical record
Performs nutritional screens, obtaining pertinent information
Interviews patients and obtains diet histories for low, moderate and high risk patients
Establishes good rapport with patients
Follows up on information given
Utilizes appropriate tools to calculate intake as indicated on assigned
Conducts meal rounds as part of the nutrition assessment
Accurately assesses energy and other nutrient needs using appropriate calculations, tables and parameters on low, moderate and high risk patients
Evaluates appropriateness of diet as ordered, plans diets and recommends changes as necessary for low, moderate and high risk patients
Able to formulate care plans for low, moderate and high risk patients
Able to assess patient’s educational needs and select appropriate teaching materials for routine and complex diets
Is able to provide nutrition education for routine and complex diets
Monitors and follows up regarding effectiveness of interventions for low, moderate and high risk patients
Documents on low, moderate and high nutritional risk patients appropriately according to facility standards
Interprofessional: interacts with other members of the team in a courteous and professional manner and provides recommendations if needed regarding patient care
Work Load Volume: Completes tasks on low, moderate and high risk patients with increasing volume throughout the rotation
Independence: Completes tasks on low, moderate and high risk patients under the guidance of the preceptor. Able to identify and research information on patient care issues with minimal guidance from preceptor
Total Points
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Level of Performance (number of points required for each level is listed) Clinical Skills II
36-40 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
20-35 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
10-19 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-9 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature: Skills portion adapted from Keene State University Dietetic Internship, Clinical Skills Evaluation Form.
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Clinical Skills III (Staff Relief) Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Utilizes the meal delivery system and procedures used to generate a diet order, including communication between food service and nursing units
Utilizes procedures to make nourishment, supplement and/or enteral diet requests
Utilizes procedures to order special/therapeutic diets and/or make requests based on patient preferences
Independently with Supervision from Preceptor……….
Accurately gathers assessment information from the medical record
Performs nutritional screens, obtaining pertinent information
Interviews patients and obtains diet histories for low, moderate and high risk patients
Establishes good rapport with patients
Follows up on information given
Utilizes appropriate tools to calculate intake as indicated on assigned
Conducts meal rounds as part of the nutrition assessment
Accurately assesses energy and other nutrient needs using appropriate calculations, tables and parameters on low, moderate and high risk patients
Evaluates appropriateness of diet as ordered, plans diets and recommends changes as necessary for low, moderate and high risk patients
Able to formulate care plans for low, moderate and high risk patients
Able to assess patient’s educational needs and select appropriate teaching materials for routine and complex diets
Is able to provide nutrition education for routine and complex diets
Monitors and follows up regarding effectiveness of interventions for low, moderate and high risk patients
Documents on low, moderate and high nutritional risk patients appropriately according to facility standards
Interprofessional: interacts with other members of the team in a courteous and professional manner and provides recommendations if needed regarding patient care
Work Load Volume: Completes tasks on low, moderate and high risk patients with increasing volume throughout the rotation
Independence: Completes tasks on low, moderate and high risk patients under the guidance of the preceptor. Able to identify and research information on patient care issues with minimal guidance from preceptor
Total Points
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Level of Performance (number of points required for each level is listed) Clinical Skills III
36-40 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
20-35 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
10-19 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-9 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature: Skills portion adapted from Keene State University Dietetic Internship, Clinical Skills Evaluation Form.
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Community Assessment and Diagnosis Rubric
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Assessment is appropriately identified and relevant to the proposed focus and intervention
Factors affecting assessment are appropriately identified (community structures, demographic data, existing services and programs, environmental and socioeconomic characteristics)
Diagnosis is appropriately identified and a PES statement provided
Possible etiology identified is appropriate and relevant
Potential funding factors are identified
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed)
18-20 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
10-17 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
5-9 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-4 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature:
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Community Intervention Activity
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Goals and Objectives are Specific, Measureable, Achievable, Realistic and Timebound
Behavioral theory and/or framework identified are appropriate
Timeline and budgetary needs are realistic
The marketing mix application is appropriately identified
Consideration of social marketing is appropriately identified
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed)
18-20 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
10-17 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
5-9 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-4 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature:
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Community Monitoring and Evaluation Activity
Preceptor’s Name
Intern’s Name
Content and Application
Yes (Exceeds Expectations) = 2 pts Yes (Meets Expectations) = 1 pt No (Needs Improvement) = 0 pts
Reasonable and applicable evaluation plans are included
Type of evaluation procedures used with rationale are adequately provided (formative, process, impact, outcome, structure and/or fiscal evaluation)
Sustainability considerations are appropriately analyzed
Logic Model is reflective of the Assessment, Diagnosis, Intervention, Monitoring and Evaluation plans determined and adequately demonstrated
SWOT analysis is reasonable adequately demonstrated
Demonstrates knowledge and understanding
Exhibits application of core concepts and critical thinking
Is relevant and feasible considering parameters of activity
Mechanics and Timeliness
Yes (Exceeds Expectations) = 1 pt Yes (Meets Expectations) = 0.5 pts No (Needs Improvement) = 0 pts
Provides all components as directed; noting any modifications
Completed in a timely and efficient manner
Work is presented/delivered in an organized, understandable and succinct manner
Free from grammatical and/or spelling errors that distract from the work
Total Points
Level of Performance (number of points required for each level is listed)
18-20 LEVEL 4 EXCEPTIONAL (PASS) 90-100% of possible points
Exceeds expectations for all criteria related to this activity/assignment. Skills are indistinguishable from an entry-level practitioner for this activity/assignment.
10-17 LEVEL 3 PROFICIENT (PASS) 50-89% of possible points
Meets expectations for all criteria related to this activity/assignment.
5-9 LEVEL 2 LIMITED (FAILED) 25-49% of possible points
Does not meet all expectations for all criteria related to this activity/assignment. Requires additional instruction or practice.
0-4 LEVEL 1 DEFICIENT (FAILED) 0-24% of possible points
Does not meet a significant number of the expectations or criteria related to this activity/assignment. Requires significant additional instruction or practice.
*Remediation: Not Required if Exceptional or Proficient Level of Performance Achieved Please provide the intern an opportunity to modify the assignment two times. Notify the PD if the intern fails to show improvement after a modified series of two repetitions. If applicable, please note any remediation plans discussed with the intern in the evaluator comments below.
Evaluator Comments:
Evaluator Date and Signature:
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PAL Competency Form
Identify your different work and life experiences which provide you with advanced knowledge and skills. The "job code" you assign to each experience will be used in Column A below.
Job Code
Title of position, dates in position, place of employment or experience and where (make sure that your resume includes the following additional information for verification: name and number or email of person to contact and a brief description of duties/activities.) Example: Dietary Aide, Sept. 2015-May 2016, Brookings Health System, Brookings, SD.
Add additional numbers/lines/spaces as needed. 2017 ACEND Competency Requirements for Entry-Level Dietitians *Please delete any rows that are not utilized to document PAL
ACEND Competency Job Code
Describe work/life or professional/continuing education experiences (excluding undergraduate college coursework used to complete degree and/or DPD verification.)
Describe what was learned. Describe how professional growth was achieved. “What I learned from this experience.” Or “How I grew professionally from this experience…”
CRDN 1.1 Select indicators of program quality and/or customer service and measure achievement of objectives.
CRDN 1.2 Apply evidence-based guidelines, systematic reviews and scientific literature.
CRDN 1.3 Justify programs, products, services and care using appropriate evidence or data.
CRDN 1.4 Evaluate emerging research for application in dietetics practice.
CRDN 1.5 Conduct projects using appropriate research methods, ethical procedures and data analysis.
CRDN 1.6 Incorporate critical-thinking skills in overall practice.
CRDN 2.1 Practice in compliance with current federal regulations and state statutes and rules, as applicable and
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in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics for the Profession of Dietetics. CRDN 2.2 Demonstrate professional writing skills in preparing professional communications.
CRDN 2.3 Demonstrate active participation, teamwork and contributions in group settings.
CRDN 2.4 Function as a member of interprofessional teams.
CRDN 2.5 Assign patient care activities to DTRs and/or support personnel as appropriate.
CRDN 2.6 Refer clients and patients to other professionals and services when needs are beyond individual scope of practice.
CRDN 2.7 Apply leadership skills to achieve desired outcomes.
CRDN 2.8 Demonstrate negotiation skills.
CRDN 2.9 Participate in professional and community organizations.
CRDN 2.10 Demonstrate professional attributes in all areas of practice.
CRDN 2.11 Show cultural competence in interactions with clients, colleagues and staff.
CRDN 2.12 Perform self assessment and develop goals for improvement throughout the program.
CRDN 2.13 Prepare a plan for professional development according to Commission on Dietetic Registration guidelines.
CRDN 2.14 Demonstrate advocacy on local, state or national legislative and regulatory issues or policies impacting the nutrition and dietetics profession.
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CRDN 2.15 Practice or role play mentoring and precepting others.
CRDN 3.1 Perform the Nutrition Care Process and use standardized nutrition language for individuals, groups and populations of differing ages and health status, in a variety of settings.
CRDN 3.2 Conduct a nutrition focused physical assessment.
CRDN 3.3 Demonstrate effective communications skills for clinical and customer services in a variety of formats.
CRDN 3.4 Design, implement and evaluate presentations to a target audience.
CRDN 3.5 Develop nutrition education materials that are culturally and age appropriate and designed for the educational level of the audience.
CRDN 3.6 Use effective education and counseling skills to facilitate behavior change.
CRDN 3.7 Develop and deliver products, programs or services that promote consumer health, wellness and lifestyle management.
CRDN 3.8 Deliver respectful, science-based answers to client questions concerning emerging trends.
CRDN 3.9 Coordinate procurement, production, distribution and service of goods and services.
CRDN 3.10 Develop and evaluate recipes, formulas and menus for acceptability and affordability that accommodate the cultural diversity and health needs of various populations, groups and individuals.
CRDN 4.1 Participate in management of human resources.
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CRDN 4.2 Perform management functions related to safety, security and sanitation that affect employees, customers, patients, facilities and food.
CRDN 4.3 Conduct clinical and customer service quality management activities.
CRDN 4.4 Apply current nutrition informatics to develop, store, retrieve and disseminate information and data.
CRDN 4.5 Analyze quality, financial or productivity data for use in planning.
CRDN 4.6 Propose and use procedures as appropriate to the practice setting to reduce waste and protect the environment.
CRDN 4.7 Conduct feasibility studies for products, programs or services with consideration of costs and benefits.
CRDN 4.8 Develop a plan to provide or develop a product, program or service that includes a budget, staffing needs, equipment and supplies.
CRDN 4.9 Explain the process for coding and billing for nutrition and dietetics services to obtain reimbursement from public or private insurers.
CRDN 4.10 Analyze risk in nutrition and dietetics practice.
NDI Community Nutrition Concentration CN 5.1 Utilize an interdisciplinary approach to complete a community needs assessment involving an area of nutrition, health and wellness or physical activity.
CN 5.2 Utilize needs assessment findings and a theoretical framework for planning, implementing, evaluating and sustaining a program.
CN 5.3 Provide at least one component of a community- driven program, assess outcomes and document impact.
ManagementRotationHoursandSummaryLogInstructions:Useonelogperpreceptorverification.Leavedaysblankifnotapplicable.ProvideHoursandSummaryLogforpreceptorverificationatleasteveryweek.LTC=LongTermCare.Recordhoursminusbreakstothenearestquarterhour(i.e.starttime8am,endtime4:15minus30minutebreak=7.75hrs).
Intern’sName PreceptorName Site
HoursLog
Date StartTime EndTime TotalHrs
GrandTotalHours
AssignmentCheck(PD=ProgramDirector,PC=Preceptor)Note:Assignmentscanbedonepriortoduedateifpreferredbyinternandpreceptor.Ifassignmentisnotdonebyduedate(i.e.settingbetterinadifferentweek,preceptorpreference,etc.);rationaleshouldbenotedbytheinterninthelastcolumn).Week#inrotationisindicatedinhourslogabove.
DueByEndOfWk
Description EvaluatedBy
Wk#Done
Passed(x)
NotPassed/NotDone&PlanforCompletionifApplicable
1 ManagementReviewandPracticeExam PD
2 ProductivitySimulation PD
2 FoodFlowReport PC
3 QualityAssessmentReport PC
3 SanitationandSafetyReview PC
5 InspectionandFindings PC
6 RecipeandMenuDevelopment PC
6 EmployeeInserviceorTraining PC
8toEnd StaffingandScheduling PC
8toEnd CapitalPlanningReport PC
8toEnd FeasibilityStudy PC
8toEnd BusinessPlanorProposal PC
8toEnd StaffReliefManagement PC
Wk #
WeeklyJournalandReflectionSummaryBrieflysummarizeorprovidebulletsofthemajoractivities/tasksyouwereinvolvedin.
Summarizeyourmajorstrengthsandthingsthatwentreallywell.
Summarizechallenges,lessonslearnedandthingstoworkoninthefuture.
PreceptorComments(Optional):
PreceptorVerification:Yoursignature(penandpaperorelectronic)indicatesthattothebestofyourknowledge;theinternhasaccuratelyreportedtheirsupervisedpracticehours,activityreflectionsandtheconditions,populationgroupsand/ordiverseculturesexperienced.Ifyoufeelthattheinformationrequiresmodification,pleasecontacttheinternandrequestthatarevisedhoursandsummarylogbeprovidedforyourreviewandverification.Oncesignedelectronically,thedocumentwillbecomereadonlyandmodificationscan'tbemade.
Signature Date
ClinicalRotationHoursandSummaryLogInstructions:Useonelogperpreceptorverification.Leavedaysblankifnotapplicable.ProvideHoursandSummaryLogforpreceptorverificationatleasteveryweek.LTC=LongTermCare.Recordhoursminusbreakstothenearestquarterhour(i.e.starttime8am,endtime4:15minus30minutebreak=7.75hrs).
Intern’sName PreceptorName Site
HoursLogWeek#
Date StartTime EndTime ClinicalHrsGeneral
ClinicalHrsLTC TotalHrs
GrandTotalHours
Conditions:Trackthenumberofconditionsengagedinevaluatingandtreating.Patientswithmorethanoneconditionarecountedasoneforeachcondition(i.e.apatientwithobesityandCVDwould=1markforobesityand1markforcardiovascular)
PopulationGroups:Trackthenumberofclients/patientsengagedinevaluatingandtreating.
OverweightorObesity
EndocrineDisorders
Cancer Malnutrition Cardiovascular GI Renal Other Infants Children Adolescents Adults PregnantorLactating
OlderAdults
Pleasenotediverseculturesseen:
AssignmentCheck(PD=ProgramDirector,PC=Preceptor)Note:Assignmentscanbedonepriortoduedateifpreferredbyinternandpreceptor.Ifassignmentisnotdonebyduedate(i.e.settingbetterinadifferentweek,preceptorpreference,etc.);rationaleshouldbenotedbytheinterninthelastcolumn).Week#inrotationisindicatedinhourslogabove.PatientCareWorksheets(1Overweight/Obesity,1Diabetes,1Cancer,1Cardiovascular)DueByEndOfWk
Description EvaluatedBy
Wk#Done
Passed(x)
NotPassed/NotDone&PlanforCompletionifApplicable
1 ClinicalReviewandPracticeExam PD2 InformaticsSummary PC2 ReimbursementSummary PC2 InterprofessionalMeetingsSummary PC3 CaseStudy1(ETOH,TPN) PD3 CaseStudy2(OlderAdult,EnteralNutrition) PD3 PersonnelSupportReferralSummary PC3 ClinicalSkillsI PC4 1PatientCareWorksheet PC4 ProvideNutritionEducation(Individual/Family)#1
(CanbecompletedduringClinicalorCommunityRotation)PC
6 CaseStudy3(ChronicKidneyDisease) PD6 InterprofessionalReferralSummaryReport PC6 1PatientCareWorksheet PC6 ProvideNutritionEducation(Individual/Family)#2
(CanbecompletedduringClinicalorCommunityRotation)PC
6 ProvideNutritionEducation(Group)#1(CanbecompletedduringClinicalorCommunityRotation)
PC
8 ClinicalSkillsII PC8 1PatientCareWorksheet PC8 ProvideNutritionEducation(Individual/Family)#3
(CanbecompletedduringClinicalorCommunityRotation)PC
8 ProvideNutritionEducation(Group)#2(CanbecompletedduringClinicalorCommunityRotation)
PC
DueByEndOfWk
Description EvaluatedBy
Wk#Done
Passed(x)
NotPassed/NotDone&PlanforCompletionifApplicable
10 NutritionFocusedPhysicalExam PC10 1PatientCareWorksheet PC10 CaseStudy4(UnintendedWt.LossOlderAdult) PD10 ProvideNutritionEducation(Individual/Family)#4
(CanbecompletedduringClinicalorCommunityRotation)PC
10 DevelopNutritionEducation(CanbecompletedduringClinicalorCommunityRotation)
PC
12-End ProvideNutritionEducation(Individual/Family)#5(CanbecompletedduringClinicalorCommunityRotation)
PC
12-End ProvideNutritionEducation(Group)#2(CanbecompletedduringClinicalorCommunityRotation)
PC
12-End CaseStudyPresentation PCPC12-End ClinicalSkillsIII(StaffRelief)
WeeklyJournalandReflectionSummaryBrieflysummarizeorprovidebulletsofthemajoractivities/tasksyouwereinvolvedin.
Summarizeyourmajorstrengthsandthingsthatwentreallywell.
Summarizechallenges,lessonslearnedandthingstoworkoninthefuture.
PreceptorComments(Optional):
PreceptorVerification:Yoursignature(penandpaperorelectronic)indicatesthattothebestofyourknowledge;theinternhasaccuratelyreportedtheirsupervisedpracticehours,activityreflectionsandtheconditions,populationgroupsand/ordiverseculturesexperienced.Ifyoufeelthattheinformationrequiresmodification,pleasecontacttheinternandrequestthatarevisedhoursandsummarylogbeprovidedforyourreviewandverification.Oncesignedelectronically,thedocumentwillbecomereadonlyandmodificationscan'tbemade.
Signature Date
CommunityRotationHoursandSummaryLogInstructions:Useonelogperpreceptorverification.Leavedaysblankifnotapplicable.ProvideHoursandSummaryLogforpreceptorverificationatleasteveryweek.LTC=LongTermCare.Recordhoursminusbreakstothenearestquarterhour(i.e.starttime8am,endtime4:15minus30minutebreak=7.75hrs).
Intern’sName PreceptorName Site
HoursLog(Wk#forsummercommunityprojectsis0)Week#
Date StartTime EndTime WIC,HS,SNAP
Retail Extension School Other TotalHrs
GrandTotalHours
Conditions:Trackthenumberofconditionsengagedinevaluatingandtreating.Patientswithmorethanoneconditionarecountedasoneforeachcondition(i.e.apatientwithobesityandCVDwould=1markforobesityand1markforcardiovascular)
PopulationGroups:Trackthenumberofclients/patientsengagedinevaluatingandtreating.
OverweightorObesity
EndocrineDisorders
Cancer Malnutrition Cardiovascular GI Renal Other Infants Children Adolescents Adults PregnantorLactating
OlderAdults
Pleasenotediverseculturesseen:
AssignmentCheck(PD=ProgramDirector,PC=Preceptor)Note:Assignmentscanbedonepriortoduedateifpreferredbyinternandpreceptor.Ifassignmentisnotdonebyduedate(i.e.settingbetterinadifferentweek,preceptorpreference,etc.);rationaleshouldbenotedbytheinterninthelastcolumn).Week#inrotationisindicatedinhourslogabove.
DueByEndOfWk
Description EvaluatedBy
Wk#Done
Passed(x)
NotPassed/NotDone&PlanforCompletionifApplicable
1 CommunityReviewandPracticeExam PD2 LegislationandAdvocacyExploration PC2 WICOnlineLearningModules PD2 SmarterLunchroomsTraining PD4 FoodWasteinAmericaReview PD
6toEnd ProvideNutritionEducation(Individual/Family)#1(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd ProvideNutritionEducation(Individual/Family)#2(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd ProvideNutritionEducation(Individual/Family)#3(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd ProvideNutritionEducation(Individual/Family)#4(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd ProvideNutritionEducation(Individual/Family)#5(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd ProvideNutritionEducation(Group)#1(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd ProvideNutritionEducation(Group)#2(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd ProvideNutritionEducation(Group)#3(CanbecompletedduringClinicalorCommunityRotation)
PC
6toEnd SchoolWellnessIntervention PC6toEnd CommunityWellnessIntervention(LimitedResource
Audience)PC
6toEnd AssessmentandDiagnosisActivity PD6toEnd InterventionActivity PD6toEnd MonitoringandEvaluationActivity PD
WeeklyJournalandReflectionSummaryBrieflysummarizeorprovidebulletsofthemajoractivities/tasksyouwereinvolvedin.
Summarizeyourmajorstrengthsandthingsthatwentreallywell.
Summarizechallenges,lessonslearnedandthingstoworkoninthefuture.
PreceptorComments(Optional):
PreceptorVerification:Yoursignature(penandpaperorelectronic)indicatesthattothebestofyourknowledge;theinternhasaccuratelyreportedtheirsupervisedpracticehours,activityreflectionsandtheconditions,populationgroupsand/ordiverseculturesexperienced.Ifyoufeelthattheinformationrequiresmodification,pleasecontacttheinternandrequestthatarevisedhoursandsummarylogbeprovidedforyourreviewandverification.Oncesignedelectronically,thedocumentwillbecomereadonlyandmodificationscan'tbemade.
Signature Date
