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The 2008 Standards of Practice (SOP) in Nutrition Care for the RD and DTR AND Standards of Professional Performance (SOP PowerPoint Presentation
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The 2008 Standards of Practice (SOP) in Nutrition Care for the RD and DTR AND Standards of Professional Performance (SOP

The 2008 Standards of Practice (SOP) in Nutrition Care for the RD and DTR AND Standards of Professional Performance (SOP

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The 2008 Standards of Practice (SOP) in Nutrition Care for the RD and DTR AND Standards of Professional Performance (SOP

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  1. The 2008 Standards of Practice (SOP) inNutrition Care for the RD and DTRANDStandards of Professional Performance(SOPP) for the RD and DTR

  2. Sources of info • Karla Kennedy-Hagan, DEP Area V Spring meeting 2008 • ADA PowerPoint Presentation for SOP/SOPP training (http://www.eatright.org/) May 2008 • ADA Quality Management Committee. ADA Revised 2008 Standards of Practice for RDs/DTRs in Nutrition Care; Standards of Professional Performance for RDs/DTRs, JADA Sept. 2008; 108(9): 1538-1542.

  3. ADA Scope of Dietetics Practice Framework= • Standards of Practice in Nutrition Care (SOP): 4 steps • Standards of Professional Performance (SOPP): 6 domains • Code of Ethics

  4. Standards of Practice in Nutrition Care (SOP) • Address patient/client care • Apply to RDs/DTRs with patient contact • Follow the 4 steps of the NCP: • Assessment • Diagnosis • Intervention • Monitoring and evaluation

  5. Standards of Professional Performance (SOPP) • Apply to RDs/DTRs in all practice settings • Follow the 6 domains of pro behavior: • Provision of services • Application of research • Communication/application of knowledge • Use/management of resources • Quality in practice • Competence and accountability

  6. Scope of practice framework 4 underlying assumptions • 1) level of experiences and skills, proficiency varies among individuals • 2) RD/DTR might not be competent to practice in all aspects of field • 3) individual RD/DTR expected to practice only in area in which competent • 4) RD/DTR should pursue additional education and experience to expand scope of own practice

  7. SOP/SOPP • Complementary documents that together define a minimum level of competence • Roles of RD and DTR clarified in light of NCP; supervision of DTR by RD defined • (SOP)—describe competent level of practice • (SOPP)--describe a competent level of behavior in the professional role • Include indicators and outcomes

  8. 6 separate standards • equal in relevance and importance • collection of focused outcome measures • contain • definition • rationale (describes intent of standard) • indicator (measurable, quantifiable, concrete action statements, identify level of performance, encourages and recognizes professional growth)

  9. Anatomy of a Standard • Title • Brief definition • Rationale • Indicators • Examples of outcomes • Examples of implementation

  10. Level of practice for each indicator • GENERALIST—indicates that any RD/DTR practicing as EOP should be expected to be able to do—or if not able, then taking action to learn how/seek assistance. • SPECIALTY—requires deeper understanding of dietetics education, higher education pedagogy and practice; RD/DTR has ability to modify educational approach per situation • ADVANCED—requires more intuitive understanding of dietetics education, higher education pedagogy and practice; RD/DTR has range of skills and judgments acquired via education and practice

  11. Standards of Professional Performance for Registered Dietitians in Education of Dietetics Practitioners DEP AREA MEETINGS 2008

  12. Standard 1Provision of Services • Provides quality education and service based on client expectations and needs. • RATIONALE: The Registered Dietitian in Education of Dietetics Practitioners provides, facilitates, and promotes quality services in the education setting based on client needs and expectations, current knowledge, and professional experience.

  13. Indicator • 1.1 Creates and provides input into the development of appropriate curricula and educational methods to ensure that the educational process provides the exposure, experience and training necessary to meet the CADEc foundation knowledge and/or core competencies for entry level dietitians

  14. Indicator • 1.2 Ensures that students/interns are linked to food and nutrition professionals who will mentor them and further their knowledge in dietetics practice • 1.3 Collaborates with clients to assess needs, background, and resources to establish mutual goals and learning outcomes

  15. Indicator • 1.4 Involves clients in decisions regarding the development, monitoring and reporting of learning outcomes • 1.5 Recognizes diverse student/intern beliefs related to education: didactic and supervised practice experience • 1.6 Collaborates and coordinates with other professionals as appropriate

  16. Indicator • 1.7 Applies knowledge and skills to determine the most appropriate action plan • 1.8 Implementsprograms and department policies and procedures consistent with evidenced-based methods, pertinent federal and state regulations and CADE standards and foundation knowledge and /or core competencies

  17. Indicator • 1.9 Fosters excellence and exhibits professionalism in practice • 1.10  Continuously evaluates processes and outcomes of programs • 1.11 Advocates for the profession of dietetics, dietetic education, and the provision of food and nutrition services as part of public policy

  18. EXAMPLES OF OUTCOMES • Clients actively participate in establishing goals, objectives and learning outcomes • Clients' needs are met • Clients are satisfied with educationprovided • Evaluations reflect expected outcomes • Appropriate systematic program review processes are in place

  19. EXAMPLES OF IMPLEMENTATION May follow semester-based timeline • Review existing services and methods • Survey clients to assess/evaluate knowledge and skill levels, expectations, needs • Review education and dietetics based literature • Insure using current teaching/learning and assessment/evaluation techniques • Incorporate new/updated dietetics knowledge (ie: protocol for specific disease state; new food plan for WIC participants) • Implement identified changes • assess • evaluate • redesign • Continue review and modifications

  20. Standard 2 APPLICATION OF RESEARCH • Effectively applies, participates in or generates research to enhance educationpractice. • RATIONALE: The Registered Dietitian in the Education of Dietetics Practitioners effectively applies, supports, and generates dietetics and education research; Encourages continuous quality improvement; and provides documentation to support of practice for the benefit of the client.

  21. Indicator • 2.1Locates and reviews best available research findings for potential application to dietetics education • 2.2Bases dietetics education and practice on scientific principles and theories •  2.3Integrates best available research related to dietetics practice into didactic and supervised practice programs • 2.4Promotes research through alliances and collaboration with dietetics and other professionals from other colleges, universities, organizations and businesses

  22. Indicator • 2.5Contributes to the development of new knowledge and research in dietetics educationof practitioners • 2.6Collects measurable data and documents outcomes within the practice setting of dietetics education of practitioners • 2.7Shares research study activities and results through various media 

  23. EXAMPLES OF OUTCOMES • Client receives appropriate education based on the effective application of research • A foundation for performance measurement and improvement is established • Benchmarking and knowledge of “best practices” used to improve performance

  24. EXAMPLES OF IMPLEMENTATION May follow semester-based timeline • Apply research from scientific literature to course work, practicums, and new student research • Utilize ADA’s Evidence Based Analysis Library • Instructor demonstrates and uses when introducing new material • Student/intern incorporates into assignments, supervised practice, and research •  Number of DPD students accepted/not accepted in internship programs—why or why not; document and report results with comparison pre/post intervention • Number of DPD students/DI interns pass/not pass RD/DTR exam—why or why not; document and report results with comparison pre/post intervention • Review of “scored” course evaluations; document and report results with comparison pre/post intervention

  25. Standard 3COMMUNICATION AND APPLICATION OF KNOWLEDGE • Effectively applies knowledge and communicates with others. • RATIONALE: The registered dietitian in education of dietetics practitioners works with and through others using unique knowledge of education, food, human nutrition, and management as well as skills to provide services.

  26. Indicator • 3.1 Has knowledge related to a specific area(s) of dietetics education • 3.2Communicates sound scientific principles, research, and theory • 3.3Integrates knowledge of food and human nutrition with knowledge of health, social sciences, communication, and management theory in the provision of education to the future dietetics practitioner

  27. Indicator • 3.4Shares knowledge and information with clients using current, appropriate educational methods for the material and audience • 3.5Helps students/interns apply knowledge and skills using current, appropriate educational methods for the material and audience

  28. Indicator • 3.6Documents interpretation of relevant information and results of communication with students/interns, preceptors, future employers • 3.7Contributes to the development of new knowledge • 3.8 Seeks out information to provide effective services • 3.9Communicates, manages knowledge, and supports decision making using information technology

  29. EXAMPLES OF OUTCOMES • Dietetics educatorprovides expertise in food, nutrition, and management information • Clients receive current and appropriate information and knowledge • Clients understand the information received • Clients know how to obtain additional information/guidance

  30. EXAMPLES OF IMPLEMENTATION May follow semester-based timeline • Review curriculum, course descriptions, objectives at least annually  • Plan for classes, guest lecturers, facility tours, practicum experiences • Schedule and coordinate nutrition courses provided to clients such as preceptors, future/existing graduate employers

  31. Standard 4 UTILIZATION AND MANAGEMENT OF RESOURCES • Uses resources effectively and efficiently in education of dietetics practitioners. • RATIONALE: Appropriate use of time, money, facilities, and human resources facilitates delivery of quality educational programs and services.

  32. Indicator • 4.1Uses a systematic approach to maintain and manage professional resources successfully • 4.2Uses measurable resources such as personnel, monies, equipment, guidelines, protocols, reference materials, and time in the provision of dietetics education

  33. Indicator • 4.3Analyzes safety, effectiveness, and cost in planning and delivering educational services and products • 4.4Justifies use of resources by documenting consistency with plan, continuous quality improvement, and desired student/intern learning outcomes • 4.5Educates and helps clients and others to identify and secure appropriate and available educational resources and services

  34. EXAMPLES OF OUTCOMES • Use of resources according to plan and budget is documented • Resources and services are measured and data are used to validate and promote the effectiveness of services • Desired outcomes are achieved and documented • Resources are managed and used cost-effectively

  35. EXAMPLES OF IMPLEMENTATION May follow semester-based timeline • Identify possible resources, grants, etc in order to support research and teaching • Encourage students/interns to use available resources and take advantage of opportunities to learn and practice new skills • Encourage preceptors/mentors to use available resources and take advantage of opportunities to learn and practice new skills • Use computer based/distance learning educational methods when appropriate to save limitedresources

  36. Standard 5QUALITY IN PRACTICE • Systematically evaluates the quality and effectiveness of education of dietetic practitioners and revises programs and systems to incorporate the results of evaluation. • RATIONALE: Quality practice requires regular performance evaluation and continuous improvement of services.

  37. Indicator • 5.1Continuously measures quality of education of practitioners in terms of pedagogy, CADE standards, the educational process, and student learning outcomes • 5.2Identifies performance improvement criteria to monitor effectiveness of educational services

  38. Indicator • 5.3Designs and tests interventions to change educational processes and systems with the objective of improving quality and student/intern learning outcomes • 5.4Identifies problems within the educational process/system and corrects/improves • 5.5Identifies expected student/intern learning outcomes

  39. Indicator • 5.6Documents achievement of student/intern learning outcomes • 5.7Compares actual performance to • expected outcomes • 5.8Documents action taken when discrepancies exist between achievement and expected outcomes

  40. Indictor • 5.9Continuously evaluates and refines educational methodology based on measured outcomes • 5.10Implements an outcomes management system to evaluate the effectiveness and efficiency of education

  41. EXAMPLES OF OUTCOMES • Performance improvement criteria are measured, documented and evaluated • Actual performance is evaluated • Aggregate outcomes data meet established criteria (objectives/goals) • Results of quality improvement activities direct refinement of practice

  42. EXAMPLES OF IMPLEMENTATION May follow semester-based timeline • Review student evaluations of courses, research, advisement, and preceptoring • Evaluate test scores and overall student performance compared to expected and other classes • Query preceptors/mentors, employers, practitioners, regarding student/intern/graduate’s readiness and performance • Student level – 1st year, 2nd year, 3rd year, 4th year • Intern level – ultimately perform at entry level; i.e., meets or exceeds presiding CADE competencies upon supervised practice graduation

  43. Standard 6CONTINUED COMPETENCE AND PROFESSIONAL ACCOUNTABILITY • Engages in lifelong self-development to improve knowledge and enhance professional competence • RATIONALE: Professional practice requires continuous acquisition of knowledge and skill development to maintain accountability to the public.

  44. Indicator • 6.1Conducts self-assessment at regular intervals to identify professional strengths and weaknesses • 6.2Identifies needs for professional development and mentors others • 6.3Develops and implements a plan for professional growth

  45. Indicator • 6.4Documents professional development activities • 6.5Adheres to the Code of Ethics for the profession of dietetics and is accountable and responsible for actions and behavior • 6.6Supports the application of research findings and best available evidence to professional practice

  46. Indicator • 6.7Takes active leadership roles utilizing effective information gathering and communication skills

  47. EXAMPLES OF OUTCOMES • Self-Assessments are completed • Development needs are identified and directed learning takes place • Practice outcomes demonstrate adherence to the Code of Ethics, Standards of Practice and Standards of Professional Performance • Practice decisions reflect best available evidence • Appropriate certifications are obtained • Commission on Dietetic Registration recertification requirements are met • Participation in education committees and task forces is documented

  48. EXAMPLES OF IMPLEMENTATION May follow semester-based timeline • As needed per professional development plan