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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.
 Standards
of Practice in
Nutrition Care (SOP): 4 steps
 Standards of Professional
Performance (SOPP): 6 domains
 Code of Ethics
Address patient/client care
 Apply to RDs/DTRs with patient contact
 Follow the 4 steps of the NCP:
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1.
2.
3.
4.
Assessment
Diagnosis
Intervention
Monitoring and evaluation
Apply to RDs/DTRs in all practice settings
 Follow the 6 domains of pro behavior:
1. Provision of services
2. Application of research
3. Communication/application of
knowledge
4. Use/management of resources
5. Quality in practice
6. Competence and accountability
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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
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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
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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)
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Title
Brief definition
Rationale
Indicators
Examples of outcomes
Examples of implementation
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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
DEP AREA MEETINGS 2008
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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.
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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
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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
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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
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1.7 Applies knowledge and skills to
determine the most appropriate action plan
1.8 Implements programs 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
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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
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Clients actively participate in establishing
goals, objectives and learning outcomes
Clients' needs are met
Clients are satisfied with education provided
Evaluations reflect expected outcomes
Appropriate systematic program review
processes are in place
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Review existing services and methods
Survey clients to assess/evaluate knowledge and skill
levels, expectations, needs
Review education and dietetics based literature
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Implement identified changes
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Continue review and modifications
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– 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)
– assess
– evaluate
– redesign
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Effectively applies, participates in or
generates research to enhance education
practice.
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.
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2.1 Locates and reviews best available research
findings for potential application to dietetics
education
2.2 Bases dietetics education and practice on
scientific principles and theories
2.3 Integrates best available research related to
dietetics practice into didactic and supervised
practice programs
2.4 Promotes research through alliances and
collaboration with dietetics and other professionals
from other colleges, universities, organizations and
businesses
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2.5 Contributes to the development of new
knowledge and research in dietetics
education of practitioners
2.6 Collects measurable data and documents
outcomes within the practice setting of
dietetics education of practitioners
2.7 Shares research study activities and
results through various media
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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
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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
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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.
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3.1 Has knowledge related to a specific
area(s) of dietetics education
3.2 Communicates sound scientific
principles, research, and theory
3.3 Integrates 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
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3.4 Shares knowledge and information with
clients using current, appropriate
educational methods for the material and
audience
3.5 Helps students/interns apply knowledge
and skills using current, appropriate
educational methods for the material and
audience
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3.6 Documents interpretation of relevant
information and results of communication with
students/interns, preceptors, future employers
3.7 Contributes to the development of new
knowledge
3.8 Seeks out information to provide effective
services
3.9 Communicates, manages knowledge, and
supports decision making using information
technology
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Dietetics educator provides 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
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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
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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.
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4.1 Uses a systematic approach to maintain
and manage professional resources
successfully
4.2 Uses measurable resources such as
personnel, monies, equipment, guidelines,
protocols, reference materials, and time in
the provision of dietetics education
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4.3 Analyzes safety, effectiveness, and cost
in planning and delivering educational
services and products
4.4 Justifies use of resources by
documenting consistency with plan,
continuous quality improvement, and desired
student/intern learning outcomes
4.5 Educates and helps clients and others to
identify and secure appropriate and available
educational resources and services
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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 costeffectively
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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 limited resources
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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.
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5.1 Continuously measures quality of
education of practitioners in terms of
pedagogy, CADE standards, the educational
process, and student learning outcomes
5.2 Identifies performance improvement
criteria to monitor effectiveness of
educational services
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5.3 Designs and tests interventions to
change educational processes and systems
with the objective of improving quality and
student/intern learning outcomes
5.4 Identifies problems within the
educational process/system and
corrects/improves
5.5 Identifies expected student/intern
learning outcomes
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5.6 Documents achievement of
student/intern learning outcomes
5.7 Compares actual performance to
expected outcomes
5.8 Documents action taken when
discrepancies exist between achievement and
expected outcomes
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5.9 Continuously evaluates and refines
educational methodology based on
measured outcomes
5.10 Implements an outcomes management
system to evaluate the effectiveness and
efficiency of education
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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
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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
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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.
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6.1 Conducts self-assessment at regular
intervals to identify professional strengths
and weaknesses
6.2 Identifies needs for professional
development and mentors others
6.3 Develops and implements a plan for
professional growth
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6.4 Documents professional development
activities
6.5 Adheres to the Code of Ethics for the
profession of dietetics and is accountable and
responsible for actions and behavior
6.6 Supports the application of research
findings and best available evidence to
professional practice
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6.7 Takes active leadership roles utilizing
effective information gathering and
communication skills
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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
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As needed per professional development plan