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Faculty of Health & Life Sciences
West Midlands Cluster Dietetic Placements
Placement A Workbook
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Comments on the layout and content (inclusions, exclusions and corrections) of this guide are welcomed. Please direct
them to Kathleen Hennessy-Priest, Dietetic Placement Coordinator and Senior Lecturer at [email protected]
or Jenny Froggatt, Placements Administrator on [email protected]
Created April 2014, updated May 2017
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CONTENTS
Introduction 4
Key placement contacts 4
Placement A: General Aims 5
Placement A: Learning Outcomes 6
Overview of the 2 week placement programme 7
Allocation of a Mentor 7
Assigned University Tutor 7
Supervision and assessment on placement 7
Creating your portfolio of evidence 8
Placement A: Typical programme 9
Placement Induction Checklist 10
Week 1: Intro to the Dietetic Service & Bedded Unit Experience
➢ General aims for this week
➢ Learning outcomes to be undertaken during week 1
➢ Health & Safety Quiz
➢ Patient Information Exercise
➢ Bedded Unit Experience
Suggested activities
Checklist: Experience gained by student on bedded unit
- Service user: Dietary assessment
- Ready reckoner list of some commonly consumed foods
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11
12
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15
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17-19
20-21
Week 2: Dietetic shadowing and catering experience
➢ General aims for this week
➢ Learning outcomes to be undertaken during week 2
➢ Shadowing a Dietitian
➢ Catering Experience
General aims for catering experience and suggested activities
Checklist: Experience gained by student in food provision unit
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25
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Learning Outcome Worksheets 1-12 27-39
Important Forms
➢ Placement A: Review of Week 1 Summary Form
➢ Checklist: Progress with achieving placement tasks
➢ Review (end) of Placement A Form
➢ Placement Evaluation Form
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41-42
43-44
45-48
49-50
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INTRODUCTION
Welcome to your introduction to practice. During these two weeks on placement you will have a number of tasks to complete and will have to provide a portfolio of written evidence to demonstrate that each of the Placement A learning outcomes have been achieved. This workbook has been specifically designed to assist you with this and it will form a major part of your portfolio. The work does not have to be completed in any particular order but it must all be signed off by the end of the placement for you to pass the placement. Two weeks will go by very quickly so it is important you make a start on the workbook as soon as possible and make notes as you go along, or at the end of each working day, rather than leaving everything to the last minute. Assessment will take place throughout the two weeks. A learning outcome can be signed off as soon as you have successfully completed all the tasks associated with it – and you have evidence to support this in your portfolio. Let your educator know when you think you have completed a learning outcome so that it can be assessed. The learning outcome can then either be signed off – or you can receive helpful guidance on what else you need to do in order for it to be signed off before the end of the placement. For many students their Placement A is the first real opportunity to spend some time in a hospital and everything appears new and interesting. It is therefore advisable for you to keep a notepad and pen at hand to jot down anything of interest as you go along as it is very easy to forget what you saw, heard, felt or thought about your experiences. At the end of the first week you will have a formal review with your dietetic clinical educator to discuss how things are progressing and iron out any difficulties. At the end of the second week your placement portfolio will be assessed to determine whether you have successfully met each of the Placement A learning outcomes. Should you have any questions or concerns about your placement it is important that you talk to your clinical educator sooner rather than later.
KEY PLACEMENT CONTACTS Lead Clinical Educator: Contact details Dietetic Educator: Contact details - Dietetic Educator: Contact details - Placement Mentor: Contact details - Visiting Tutor: Contact details -
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PLACEMENT A: GENERAL AIMS
During the placement you should:
1. Be introduced to the work of the dietitian 2. Have the opportunity to practise communication skills with service users and
healthcare workers and demonstrate basic communication skills 3. Be aware of the interaction between the dietitian and other healthcare professionals 4. Gain experience in an institutional food provision unit and demonstrate an awareness
of the complementary roles of the catering and dietetic services 5. Be orientated to a bedded unit setting and demonstrate an awareness of routine and
procedures therein 6. Be introduced to IT systems that are used to support dietetic practice 7. Demonstrate professionalism, in accordance with the HCPC Guidance on Conduct
and Ethics for Students (2016)
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PLACEMENT A: LEARNING OUTCOMES
At the end of the 2-week placement you need to demonstrate:
Knowledge K1
An ability to record, estimate and interpret service users’ energy, protein and fluid intake, using a ready reckoner approach.
K2
An understanding of the process of menu planning, meal selection, service and delivery within an institutional food provision unit, and the complementary roles of catering and dietetic services.
K3
An understanding of daily routine / procedures encountered in the bedded unit setting, which impact on nutritional intakes of service users.
K4
An understanding of the major health and safety issues, including infection prevention, within the working environment.
Communication
C5
An understanding of the range of methods used by dietitians when communicating with healthcare professionals, service users and the general public, including limitations of these methods and strategies to overcome any limitations
C6
An ability to converse with service users and healthcare professionals
Professional Practice P7
An understanding of how dietitians act in the best interests of service users
P8
An understanding of the need to maintain service user confidentiality
P9
An understanding of the need to respect the point of view of the service user and why it is important to avoid discrimination
P10
Professional behaviour and appearance
P11
An ability to identify key sources of service user information with which to plan dietetic care, and also an awareness of IT applications that are used to support dietetic practice
P12
An interest in and a commitment to the work of dietitians
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AN OVERVIEW OF THE 2 WEEK PLACEMENT PROGRAM Your clinical educator will provide you with a detailed programme for your 2-week placement, which will include;
• An induction / orientation to the NHS Trust & the Nutrition & Dietetic Service • Time spent shadowing registered dietitians • 1 day of experience in the catering department • 2 days experience in a bedded unit setting e.g. a hospital ward, nursing home etc. • An average of 2 hours of private study time each week
ALLOCATION OF A MENTOR
You will be allocated a mentor whilst you are on placement. This will likely be a member of the dietetic department; perhaps someone who is not otherwise directly involved with your placement. Your mentor will be somebody with whom you can meet should you want to talk about an aspect of your placement with someone other than your direct supervisors.
ASSIGNED UNIVERSITY TUTOR
You will also be allocated a named university tutor. This will be a member of the university dietetic teaching team. The named tutor will be in contact with your lead educator and will provide support to the placement, where needed. You can also contact your named tutor; however, should you have concerns about your placement we recommend that you talk to your lead educator and/or mentor in the first instance.
SUPERVISION & ASSESSMENT ON PLACEMENT Whilst you are on placement you will be supervised by several dietetic educators (supervisors).This will enable you to experience as broad a range of learning opportunities as possible. Your educators will provide you with feedback on your performance in order to drive your development forward. It is important for you to act positively upon the constructive feedback that will be provided. At the end of the first week you will meet with your clinical educator to review your progress with completing the placements tasks and learning outcomes, together with the evidence that you have thus far collected for your portfolio. This will be an opportunity to identify; your areas of strength and those in need of further improvement, as well as what work remains to be completed. An action plan will be drawn up to ensure everything is completed by the end of the placement. At the end of the second week you will meet with your clinical educator again, when your placement portfolio will be assessed to determine whether you have successfully demonstrated each of the Placement A learning outcomes.
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CREATING YOUR PORTFOLIO OF EVIDENCE
Your completed placement workbook will form a major part of your portfolio of evidence. It is important that the evidence in your portfolio is both well organised and neatly presented. Evidence is any recorded information, which contributes to showing that you have achieved a placement learning outcome. You are expected to use the electronic version of the workbook, which will be provided, and word-process your work. This is important because upon completion of your A Placement you are expected to submit an electronic copy of your completed workbook to the university via Turnitin. Presenting your portfolio of evidence for assessment on placement You are advised to use an A4 lever-arch file as a portfolio, in which to organise your evidence to demonstrate competency in the placement learning outcomes. Remember you need to pass all 12 learning outcomes in order to pass the placement. It is suggested that you divide your portfolio into 2 main parts; ➢ Part 1: The main body of the portfolio
• Use the 12 individual learning outcome worksheets provided in the workbook
(pages 24-36) to organise this part of your portfolio in to 12 sub-sections. Each sub-section will correspond to a specific placement learning outcome.
• Now, for each sub-section organise the relevant written evidence, which demonstrates your competency in that particular learning outcome and its associated tasks.
➢ Part 2: Additional evidence
• If you have pieces of evidence which demonstrate your competency in more
than one of the placement learning outcomes, you could include those here. Ensure that you label each of these pieces of evidence to clearly indicate the specific learning outcome(s) for which competency is being demonstrated – i.e. cross-reference them to Part 1.
• Remember to add a note in the relevant sub-section in Part 1 of your portfolio, sign-posting your educator to the evidence that you have included in Part 2.
• Evidence organised here might, for example, include relevant policies, witness statements, your reflections, the Review of Week 1 Summary Form, your student log book, etc.
Remember, by including evidence in your portfolio, you are inviting your educator(s) to read it. You do not have to include the whole of your reflective diary in your portfolio. You might prefer to just include some specific written reflections, which help you to evidence your competency in relation to specific learning outcomes.
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PLACEMENT A: TYPICAL PROGRAMME
Note: Specific programme details may vary according to local circumstances. Your Lead Clinical Educator will provide you with your individualised placement programme.
Lead Supervisor this week: Week 1
Mon
Morning Afternoon
Induction (K4, P10)
Health & safety quiz
Shadow RD (C5, P10)
Tues
Bedded unit experience (K3, K4, C6, P10)
Wed
Bedded unit experience (K1, P8, P9, C6, P10)
Service user: Dietary assessment
Thurs
Shadow RD
(K1, P7) Service user: Dietary assessment
Shadow RD
(P11) Patient information exercise
Fri
Shadow RD
(P8) Time to reflect
End of week review
(P12) Shadow RD
Lead Supervisor this week: Week 2
Mon
Morning Afternoon
Catering experience
(K2, K4, C6, P10)
Tues
Shadow RD (C5, C6, )
Shadow RD (P7, P8, P9)
Wed
Shadow RD (K1, K2, C5, C6)
Shadow RD (P10, P11)
Thurs
Shadow RD (K3, C5, C6)
Shadow RD (K4, C5, C6)
Fri
Shadow RD
(P12)
End of placement review
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PLACEMENT A INDUCTION: CHECKLIST
Name of student: ……………………………………….. Dates of placement: ………………......................
Placement location (NHS Trust): …………………………………………………………………………….......
Items listed should be included in your induction into the organisation, preferably on your first day. Check off the items below when they occur and inform your placement organiser of any items not covered by the end of week 1. This list is not exhaustive. Oher topics may be covered which you may note if you wish.
TASK Date
Introduced to key staff members and their roles explained
How to contact staff in an emergency or when need immediate help
Identification of mentor / preceptor and their contact details
Place and hours of work, including private study time
ID badge / card
Orientation to work space / work environment
Location of toilet facilities, rest-room, canteen (if relevant) etc.
Lunch, tea and coffee arrangements
Work etiquette, including mobile phone usage
How to answer the telephone, transfer calls and make calls both internally and externally
IT access
Post arrangements
Dress code
Car parking arrangements, if applicable
HEALTH & SAFETY ISSUES Date
Illness reporting procedures
Emergency procedures, including fire procedures and location of fire extinguishers
Location of First Aid box
First Aid arrangements (including names of first aiders)
Accident / incident reporting and location of accident book
Safety policy received or location known
Lone worker policy
Infection prevention policy
Confidentiality policy / information governance policy
IT policy
Manual handling procedures
Protective clothing arrangements, if applicable
Instruction on any equipment participant will be using (list equipment):
No smoking policy
Complaints policy
Whistle-blowing policy
Signed Student ......................................................
Signed Supervisor ……………………………............ Date: ...........................................
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WEEK 1
INTRODUCTION TO THE DIETETIC SERVICE
& BEDDED UNIT EXPERIENCE
Placement general aims that can be met during week 1; 1. Be introduced to the work of the dietitian 2. Have the opportunity to practise communication skills with service users and
healthcare workers and demonstrate basic communication skills 3. Be aware of the interaction between the dietitian and other healthcare professionals
5. Be orientated to a bedded unit setting and demonstrate an awareness of routine and
procedures therein 6. Be introduced to IT systems that are used to support dietetic practice
7. Demonstrate professionalism, in accordance with the HCPC Guidance on Conduct
and Ethics for Students (2016)
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LEARNING OUTCOMES TO BE UNDERTAKEN DURING WEEK 1
No.
Learning Outcome
Intro to Dietetic Service
Bedded
unit
K1
Demonstrate an ability to record, estimate and interpret service users’ energy, protein and fluid intake, using a ready reckoner approach.
✓
✓
K3
Demonstrate an understanding of daily routine / procedures encountered in the bedded unit setting, which impact on nutritional intakes of service users.
✓
K4
Demonstrate an understanding of the major health and safety issues, including infection prevention, within the working environment.
✓
✓
C5
Demonstrate an understanding of the range of methods used by dietitians when communicating with healthcare professionals, service users and the general public, including limitations of these methods and strategies to overcome any limitations
✓
C6
Demonstrate an ability to converse with service users and healthcare professionals
✓
✓
P7
Demonstrate an understanding of how dietitians act in the best interests of service users
✓
P8
Demonstrate an understanding of the need to maintain service user confidentiality
✓
✓
P9
Demonstrate an understanding of the need to respect the point of view of the service user and why it is important to avoid discrimination
✓
✓
P10
Demonstrate professional behaviour and appearance
✓
✓
P11
Demonstrate an ability to identify key sources of service user information with which to plan dietetic care, and also an awareness of IT applications that are used to support dietetic practice
✓
P12
Demonstrate an interest in and a commitment to the work of dietitians
✓
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HEALTH & SAFETY QUIZ
This exercise will help you to work towards demonstrating learning outcome K4: ➢ Demonstrate an understanding of the major health and safety issues,
including infection prevention, within the working environment 1. How would you raise the alarm, if you found a fire in the department? 2. Where is the First Aid box kept in the department? 3. Who would you report any Health and Safety issues to within the department? 4. Where would you find the Health and Safety policies and procedures manual? Whose
responsibility is it that you know it’s content? 5. On what would you report an adverse clinical incident? Where are these forms kept? 6. What is the Trusts smoking policy?
7. What health and safety issues exist with the office? 8. What are the departmental infection control guidelines and what is the rationale
behind them? 9. Explain the need for a department dress code (P10)
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PATIENT INFORMATION EXERCISE
This exercise will help you to work towards demonstrating learning outcome P11: ➢ Demonstrate an ability to identify key sources of service user information
available to plan dietetic care, and also an awareness of IT applications that are used to support dietetic practice
Choose one set of patient notes. Obtain and summarise (record) the social and medical information outlined below. Remember you must maintain the patient’s confidentiality so do not record information that would identify the patient (ID no.., name, address etc.).
1. For the current admission identify; • Demographic information
• Date and route of admission
• Presenting complaint/symptoms
• Previous medical history
• Drug treatment
• Tests/investigations required/conducted
• Provisional diagnosis
• Diagnosis (if applicable)
• Social situation
• Other AHP’s involved in care
2. Describe the different sections of the notes.
3. How could you identify details of previous admissions / treatments?
4. How easy / difficult did you find this task?
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BEDDED UNIT EXPERIENCE
Suggested activities to be undertaken during the bedded unit experience (opportunities permitting)
• Shadow a ward hostess or healthcare assistant (menu selection / meal set up) • Observe at least one meal service • Assist with feeding service users – help to provide a supporting environment at
patient mealtimes. This could involve, for example, preparing the patient’s table prior to meal service or preparing the ward communal dining area (if one exists) and clearing away afterwards, cutting up patients’ food (if needed), ensuring food is within a patient’s reach, ensuring patients have (suitable) cutlery to use, etc.*
• Help distribute snacks / supplements • Take a 24-hour dietary recall from a consenting patient • Observe nursing handover • Join a ward round • Join a drug round • Follow a patient journey for a diagnostic procedure • Chat with consenting patients • Attend an MDT meeting • Observe a NG tube being passed • Shadow an AHP (e.g. SALT, OT, Pharmacist) patient consultation
* Note: Service user (patient) safety with feeding is paramount.
As a student dietitian you should not provide direct assistance by actually feeding a service user. You have not received training to enable you to do so safely. If a service user is deemed to be in need of direct assistance with feeding, you should bring this to the attention of a trained member of the nursing staff.
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CHECKLIST: EXPERIENCE GAINED BY STUDENT ON BEDDED UNIT
Activity Completed
Supervisor’s
signature
Date
Observation of meal service
Assist with feeding service users (see guidance above)
Ward round
Nursing handover
Drug round
Observation of NG tube being passed
Follow patient journey for 2 diagnostic procedures
1. …………………………………………………. 2. ………………………………………………….
Signature of Dietetic Supervisor …….…………………………………………………. Signature of Student …………………………………………….........................
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SERVICE USER: DIETARY ASSESSMENT
This exercise will help you to work towards demonstrating learning outcome K1:
➢ Demonstrate an ability to record, estimate and interpret service users’ energy, protein and fluid intake, using a ready reckoner approach
• When undertaking your bedded-unit experience, take the time to talk with a service
user to identify what he / she has eaten and drunk over the previous 24 hours.
• Remember to check with the patient first, that he / she is happy (i.e. consents) to talk with you. You will need to briefly explain what it is you would like to talk to them about – so they are able to make an informed decision.
• Remember also to think about your communication skills – rapport setting, verbal and
non-verbal skills, active listening etc.
• Think also about how you will get the level of detail needed to be able to assess the service-user’s nutrient intakes. What type of questions will you use – open, closed, both? Refrain from asking leading questions. Probe and check the details.
• Record this on a food / fluid intake record chart – your educators may have one that you can use.
• Collate the information and the estimate the energy, protein and fluid intake, using a
ready reckoner approach. • Check your calculations for accuracy (e.g. by comparing them to results obtained
using dietary analysis software).
• Interpret the results using appropriate reference values. • What are your conclusions? Is the service-user meeting their nutritional needs?
• Summarise your findings and conclusions.
• Reflect on the differences and also on your experiences undertaking this task
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SERVICE USER: DIETARY ASSESSMENT
Calculation of a service user’s energy, protein and fluid intakes using a ready reckoner approach Service user’s gender: ............. age: ............ weight: ...........Kg height: ......... m
Time
Description of food or drink (include cooking method and brand name,
where available)
Amount eaten / drunk
Amount (g / ml)
Estimated
Energy (kcal)
Protein (g)
Fluid (ml)
Daily Totals
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Ready Reckoner List of Some Commonly Consumed Foods
Food / amount Energy (kcal)
Protein (g)
Carbohydrate (g)
Dairy Skimmed milk (568 ml – 1 pint) 193 19 29
Semi-skimmed milk (568 ml – 1 pint) 269 19 29
Whole milk (568 ml – 1 pint) 386 19 28
Cheese, cheddar (30g - matchbox sized piece) 125 8 0
Cheese – cottage (112g - small pot) 110 16 2
Yoghurt full fat (150g pot) 158 8 24
Yoghurt low fat (150g pot) 135 6 27
Yoghurt low calorie (150g pot) 62 6 9
Egg boiled (60g – 1 medium) 88 8 0
Fats Butter / marg on 1 slice bread (10g - med spread) 74 0 0 Low fat spread on 1 slice bread (7g - med spread) 27 0 0 Very low fat spread on 1 sl bread (7g - med spread) 20 0 0
Meats Ham (25g - 1 average slice) 27 4 0 Roast beef (40g - 1 average slice) 65 12 0 Cereals & Breads Bread (1 large loaf med slice white / wholemeal) 78 3 16
Weetabix (20g – 1 biscuit) 70 2 15
Cornflakes (30g – med bowl) 108 2 26
Pasta / rice Rice (180g med portion, cooked) 250 5 56
Pasta (220g med portion, cooked) 230 8 49
Fruit & vegetables Apple (1 x100g - medium, without core) 47 0 12
Banana (1 x100g - medium, peeled) 65 1 23
Peas ( 90g – med portion)
Carrots (60g – med portion) 14 0 3
Potato boiled (60g - 1 egg-sized) 43 1 10
Potato mashed (60g – 1 scoop, made with marg) 62 1 9
Potato roast (85g - 1 med) 127 2 22
Chips (165g - average portion) 310 6 50
Miscellaneous Sugar (5g – 1 tsp) 20 0 5
Digestive biscuit (15g – 1 biscuit) 70 1 10
Salted peanuts (30g portion) 180 8 4
Crisps (30g - standard packet) 163 2 15
Ice-cream (60g – 1 scoop) 116 2 15
Wine (125ml standard glass) 85 0 0
Lager (1 pint) 165 1 8
Pop, regular, e.g. cola (330ml – 1 can) 134 0 36
Source: Todorovic, V., & Micklewright, A. (Eds) on behalf of the PEN Group of the BDA (2011). A Pocket Guide to Clinical Nutrition (4th Edn).
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Use the table below to add extra foods to your developing ready reckoner list:
Food / amount Energy (kcal)
Protein (g)
Carbohydrate (g)
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Comparison of a service user’s energy, protein and fluid intakes, calculated using a ready reckoner approach and dietary analysis software.
Energy (kcal/day)
Protein (g/day)
Fluid
(ml/day)
Ready reckoner (estimated) approach
Dietary analysis software approach
Estimate of service user’s requirements / reference values
Interpret the results using appropriate reference values. What are your conclusions? Is the service-user meeting their nutritional needs? Reflect on the differences between the 2 methods and also on your experiences undertaking this task
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WEEK 2
DIETETIC SHADOWING &
CATERING EXPERIENCE Placement general aims that can be met during week 2;
1. Be introduced to the work of the dietitian 2. Have the opportunity to practise communication skills with service users and
healthcare workers and demonstrate basic communication skills 3. Be aware of the interaction between the dietitian and other healthcare professionals 4. Gain experience in an institutional food provision unit and demonstrate an awareness
of the complementary roles of the catering and dietetic services
6. Be introduced to IT systems that are used to support dietetic practice 7. Demonstrate professionalism, in accordance with the HCPC Guidance on Conduct
and Ethics for Students (2016)
23
LEARNING OUTCOMES TO BE UNDERTAKEN DURING WEEK 2
No.
Learning Outcome
Dietetic
Shadowing
Catering
experience
K1
Demonstrate an ability to record, estimate and interpret service users’ energy, protein and fluid intake, using a ready reckoner approach.
✓
K2
An understanding of the process of menu planning, meal selection, service and delivery within an institutional food provision unit, and the complementary roles of catering and dietetic services.
✓
K3
Demonstrate an understanding of daily routine / procedures encountered in the bedded unit setting, which impact on nutritional intakes of service users.
✓
K4
Demonstrate an understanding of the major health and safety issues, including infection prevention, within the working environment.
✓
✓
C5
Demonstrate an understanding of the range of methods used by dietitians when communicating with healthcare professionals, service users and the general public, including limitations of these methods and strategies to overcome any limitations
✓
C6
Demonstrate an ability to converse with service users and healthcare professionals
✓
✓
P7
Demonstrate an understanding of how dietitians act in the best interests of service users
✓
P8
Demonstrate an understanding of the need to maintain service user confidentiality
✓
P9
Demonstrate an understanding of the need to respect the point of view of the service user and why it is important to avoid discrimination
✓
P10
Demonstrate professional behaviour and appearance
✓
✓
P11
Demonstrate an ability to identify key sources of service user information with which to plan dietetic care, and also an awareness of IT applications that are used to support dietetic practice
✓
P12
Demonstrate an interest in and a commitment to the work of dietitians
✓
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SHADOWING A DIETITIAN During the two weeks you will observe dietitians practicing in a variety of settings. Write a reflective account of your experiences include the following points:
• Identify the different settings that you observed – ensure you include details of patient contacts and health professional contacts.
• How did the settings differ?
• What clinical conditions did you see and how did nutrition contribute to their
management? • Who did the dietitian communicate with and what methods were used? • What sources of information did the dietitian use to help plan patient care?
• What other tools or resources did the dietitian use? • What skills and qualities did the dietitian show? Which of these skills and qualities do
you already have and which ones do you need to develop? Discuss your account with your supervisor at the end of the placement (C5, C6, P7, P8, P9, P10, P11, P12). You may want to make use of your placement reflective diary to record your observations. Having a notebook and pen to hand whilst shadowing the dietitians will help ensure you do not forget anything important.
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CATERING EXPERIENCE
Placement general aims that can be met during catering experience; 2. Have the opportunity to practise communication skills with service users and
healthcare workers and demonstrate basic communication skills
3. Be aware of the interaction between the dietitian and other healthcare professionals
4. Gain experience in an institutional food provision unit and demonstrate an awareness of the complementary roles of the catering and dietetic services
7. Demonstrate professionalism, in accordance with the HCPC Guidance on Conduct
and Ethics for Students (2016)
Some suggested activities during the catering experience (opportunities permitting):
• Observe how menu choices are collated
• Observe and help with the production / regeneration / plating of patient meals • Find out how special diets are ordered • Assist with provision of special diets (as applicable) • Follow the delivery of patient meals from the catering dept to a bedded unit setting
and then observe meal service • Discuss institutional menu planning with the catering manager / other
• Consider current menu provision in the context of different population groups (e.g.
ethnic minority groups, children, the elderly, pregnant women etc.)
• Identify sources of dietetic information within the catering department
• Find out the budget for meals and beverages to feed a patient for 1 week
26
CHECKLIST: EXPERIENCE GAINED BY STUDENT IN THE FOOD PROVISION UNIT
Activity Completed
Supervisor’s
signature
Date
Observe collation of menu choices
Observe / practice large scale cooking
Observe preparation of diet meals (as applicable)
Help to serve the meals
Observe the journey of a meal
Be aware of sources of dietetic information within the catering department
Discuss institutional menu planning with catering manager
Signature of Dietetic Supervisor …….…………………………………………………. Signature of Student …………………………………………….........................
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Learning Outcome
Worksheets
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Learning Outcome K1
Demonstrate an ability to record, estimate and interpret service users’ energy, protein and fluid intake, using a ready reckoner approach
Evidence Task: Talk with a service user to identify what he/she has eaten and drunk over the
previous 24 hours. Record this on a food/fluid intake record chart. Collate the information and estimate the energy, protein and fluid intake. Check your calculations for accuracy (e.g. by comparing them to results obtained using dietary analysis software). Interpret the results using appropriate reference values. What are your conclusions?
29
Learning Outcome K2 Demonstrate an understanding of the process of menu planning, meal selection, service and delivery within an institutional food provision unit, and the complementary roles of catering and dietetic services Evidence
Task 1: Describe 6 factors to be considered when undertaking institutional menu planning
Task 2: Describe the process of service user meal selection, service and delivery Task 3: Outline 3 ways in which the roles of catering and dietetic services complement
each other
30
Learning Outcome K3
Demonstrate an understanding of daily routine / procedures encountered in the bedded unit setting, which impact on nutritional intakes of service users Evidence
Task 1: Describe 3 examples of how routine / procedures in the bedded unit setting can
negatively affect a service user’s dietary intake Task 2: Describe 2 initiatives in the bedded unit setting, which are aimed at having a
positive impact on a service user’s dietary intake
31
Learning Outcome K4
Demonstrate an understanding of the major health and safety issues, including infection prevention, within the working environment Evidence
Task 1: List 5 major health and safety issues that are relevant to the practices of the
dietitian. Explain why they need to be addressed Task 2: Describe 3 examples where you observed or participated in strategies that
were aimed at minimising the risk of infection to service users
32
Learning Outcome C5
Demonstrate an understanding of the range of methods used by dietitians when communicating with healthcare professionals, service users and the general public, including limitations of these methods and strategies to overcome any limitations Evidence
Task1: Describe 3 methods of communication used with other healthcare professionals,
service users and the general public Task 2: Describe 1 example of successful communication between you and another
individual. Consider why you think it was successful Task 3: Observe an interaction between a dietitian and a colleague. Describe the key
points of the interaction Task 4: Describe 4 healthcare professionals who provide information to facilitate dietetic
treatment. Provide a relevant example of an interaction you have observed which facilitated dietetic treatment
Task 5: Detail any difficulties you have either experienced personally or have observed
healthcare professionals having when communicating with service users and/or colleagues. Outline how these difficulties were, or could have been, overcome
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Learning Outcome C6
Demonstrate an ability to converse with service users and healthcare professionals Evidence Task 1: Initiate conversations with service users and healthcare professionals Task 2: Collect information from service users e.g. take a diet history, how many patients
on a ward say they eat a cooked breakfast / cereal at home
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Learning Outcome P7
Demonstrate an understanding of how dietitians act in the best interests of service users Task 1: State the potential consequences of not acting in the best interests of service
users Task 2: Provide 2 examples of ways in which you have observed dietitians acting in the
best interests of a service user
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Learning Outcome P8
Demonstrate an understanding of the need to maintain service user confidentiality Evidence Task 1: State the potential consequences of breaking service user confidentiality Task 2: Provide 2 examples of ways in which you have observed dietitians maintaining
service user confidentiality
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Learning Outcome P9
Demonstrate an understanding of the need to respect the point of view of the service user and why it is important to avoid discrimination Evidence Task 1: Explain why it is important to avoid discrimination Task 2: Based on your observations, outline 6 practical examples of ways in which
dietitians have avoided discriminating against service users
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Learning Outcome P10
Demonstrate professional behaviour and appearance Evidence Task 1: Explain the need for a department dress code Task 2: Describe 4 personal qualities required by the professional dietitian Task 3: Demonstrate professional appearance, attitude and behaviour through the
placement
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Learning Outcome P11
Demonstrate an ability to identify key sources of service user information available to plan dietetic care, and also an awareness of IT applications that are used to support dietetic practice Evidence
Task 1: List 6 sources of service user-specific information available to plan dietetic care.
Provide one example you saw of how and why this information was used Task 2: Collect both social and medical information about one service user from medical
notes Task 3: Identify 3 different IT applications in the patient-care setting and briefly explain
how each supports dietetic practice
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Learning Outcome P12
Demonstrate an interest in and a commitment to the work of dietitians Evidence
Task 1: Ask appropriate questions when with dietitians and other healthcare
professionals Task 2: Be punctual and manage workload within timescale allocated
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Important Forms
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COVENTRY UNIVERSITY
PLACEMENT A: REVIEW OF WEEK 1 SUMMARY FORM
This form should be completed by the student before the end of week 1 meeting. It then forms a basis for discussion between the student and clinical educator, who will have also collected feedback from other dietitians who have been supervising the student. The educator should also add comments. Both parties should sign to indicate they believe it to be an accurate record. It should then be used to develop an action plan for week 2.
Student’s name: Name of Supervisor:
Student’s comments Educator’s comments
Current main strengths Knowledge: Communication: Professional Practice:
Key areas for improvement and means of doing so Knowledge: Communication: Professional Practice:
Reflecting on your practice this week Give one example of good practice: Give one example of how you would do something differently:
Learning Outcomes for which student has sufficient evidence for signing off
Action points for next week
Any other issues you would like to discuss
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ADDITIONAL INFORMATION
Learners Comments
Educators Comments
ACTION POINTS FOR WEEK 2
Signature of student: Signature of supervisor: Date:
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CHECKLIST: PROGRESS WITH ACHIEVING THE PLACEMENT TASKS
Use this table to chart the student’s progress with achieving the placement learning outcomes. This will help to identify where gaps exist and hence inform the action plan for week 2 of the placement.
LO
Task
Achieved
Week 1 Week 2
K1
Talk with a service user to identify what he/she has eaten and drunk over the previous 24 hours and record this on a food/fluid intake record chart. Estimate the service user’s energy, protein and fluid intake. Check your calculations for accuracy (e.g. by comparing them to results obtained using dietary analysis software). Interpret the results using appropriate reference values. What are your conclusions?
K2
Describe 6 factors to be considered when undertaking institutional menu planning
Describe the process of service user meal selection, service and delivery
Outline 3 ways in which the roles of catering and dietetic services complement each other
K3
Describe 3 examples of how routine / procedures in the bedded unit setting can negatively affect a service user’s dietary intake
Describe 2 initiatives in the bedded unit setting, aimed at having a positive impact on a service user’s dietary intake
K4
List 5 major health and safety issues relevant to the working practices of the dietitian. Explain why they need to be addressed
Describe 3 examples where you observed or participated in strategies aimed at minimising the risk of infection to service users
C5
Describe 3 methods of communication used with other healthcare professionals, service users and the general public
Describe 1 example of successful communication between you and another individual. Why you think it was successful?
Observe an interaction between a dietitian and a colleague. Describe the key points of the interaction
Describe 4 healthcare professionals who provide information to facilitate dietetic treatment. Provide a relevant example of an interaction you have observed which facilitated dietetic treatment
Detail any difficulties you have either experienced personally or have observed healthcare professionals having when communicating with service users and/or colleagues. Outline how these difficulties were, or could have been, overcome.
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LO Task Achieved
Week 1 Week 2
C6
Initiate conversations with service users and healthcare professionals
Collect information from service users e.g. take a diet history, how many patients on a ward say they eat a cooked breakfast / cereal at home
P7
State the potential consequences of not acting in the best interests of service users
Provide 2 examples of ways in which you have observed dietitians acting in the best interests of a service user
P8
State the potential consequences of breaking service user confidentiality
Provide 2 examples of ways in which you have observed dietitians maintaining service user confidentiality
P9
Explain why it is important to avoid discrimination
Based on your observations, outline 6 practical examples of ways in which dietitians have avoided discriminating against service users
P10
Explain the need for a department dress code
Describe 4 personal qualities required by the professional Dietitian
Demonstrate professional appearance, attitude and behaviour throughout the placement
P11
List 6 sources of service user specific information available to plan dietetic care. Provide 1 example you saw of how and why this information was used
Collect social & medical information about a service user from medical notes
Identify 3 different IT applications in the patient-care setting and briefly explain how each supports dietetic practice
P12
Ask appropriate questions when with dietitians and other healthcare professionals
Be punctual and manage workload within timescale allocated.
Signature of Supervisor ………………………………………….. Signature of Student …….……………………………………… Date ....................
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COVENTRY UNIVERSITY
FACULTY OF HEALTH AND LIFE SCIENCES
BSc (HONS) DIETETICS
REVIEW OF PLACEMENT A FORM
Name of student
Signature of student
Name of Dietitian
Signature of Dietitian
Location of Placement A
Date: From To
Number of weeks completed
Days absent and the dates
Extra days worked
This review should be undertaken by the supervising dietitian with the student on completion of Placement A. Please use the attached form to summarise your findings, considering the following: Has the student met all the learning outcomes? Please indicate on the Summary of Achieved Learning Outcomes sheet.
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You should identify strengths and areas for improvement, using the evidence presented by the student to inform your comments, under the general headings of Knowledge, Communication and Professional Practice.
KNOWLEDGE
Strengths: Area for improvement: Action Points: COMMUNICATION Strengths: Area for improvement Action Points
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PROFESSIONAL PRACTICE Strengths: Area for improvement Action Points
Are there any particular areas which need to be developed upon return to university?
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REVIEW OF PLACEMENT A FORM
SUMMARY OF ACHIEVED LEARNING OUTCOMES
Dietetic educator is to indicate whether each learning outcome has been achieved (by stating yes / no) and then initial in each case.
Learning Outcome
Achieved
K1
An ability to record, estimate and interpret service users’ energy, protein and fluid intake, using a ready reckoner approach
K2
An understanding of the process of menu planning, meal selection, service and delivery within an institutional food provision unit, and the complementary roles of catering and dietetic services
K3
An understanding of daily routine / procedures encountered in the bedded unit setting, which impact on nutritional intakes of service users
K4
An understanding of the major health and safety issues, including infection prevention, within the working environment
C5
An understanding of the range of methods used by dietitians when communicating with healthcare professionals, service users and the general public, including limitations of these methods and strategies to overcome any limitations
C6
An ability to converse with service users and healthcare professionals
P7
An understanding of how dietitians act in the best interests of service users
P8
An understanding of the need to maintain service user confidentiality
P9
An understanding of the need to respect the point of view of the service user and why it is important to avoid discrimination
P10
Professional behaviour and appearance
P11
An ability to identify key sources of service user information with which to plan dietetic care, and also an awareness of IT applications that are used to support dietetic practice
P12
An interest in and a commitment to the work of dietitians
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PLACEMENT A: STUDENT EVALUTION FORM
WEST MIDLANDS DIETETICS CLUSTER / COVENTRY UNIVERSITY
We are very keen to monitor the quality of the training we provide and would ask that you complete this evaluation form to help us in developing our programme. Please indicate by placing a tick (√) in the appropriate box and we would also appreciate your comments.
GENERAL INFORMATION
Very Good
Good Average Poor Very Poor
Why?
1. The information received prior to starting placement was:
2. The information I received at the induction programme was:
3. The organisation of the training was:
4. Office working environment was:
5. Access to IT facilities was:
TEACHING & LEARNING
Very Good
Good Average Poor Very Poor
Why?
1. The teaching methods used were:
2. The flexibility of the programme was:
3. The amount of self study time was:
4. The balance between clinical work and written work was:
5. The way the staff: student relationship encouraged learning was:
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FEEDBACK & ASSESSMENT
Very Good
Good Average Poor Very Poor
Why?
1. The amount of time given to prepare for assessment/tasks was:
2. The information/feedback about my progress was: Timely
The information/feedback about my progress was: Constructive
STAFF/STUDENT LIAISON
Very Good
Good Average Poor Very Poor
Why?
1. Staff awareness of my individual needs was:
2. Staff approachability was:
3. The department team dynamics were:
4. Support/Accessibility from my mentor was:
5. The clinical knowledge of staff was:
OVERALL Very Good
Good Average Poor Very Poor
Why?
1. Overall my placement was:
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Please add any other comments here: Suggested improvements:
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Notes
