Dietetic Internship Graduate Certificate
Educational Effectiveness
Assessment Plan
Version IV
Adopted by
The Culinary Arts, Hospitality, Dietetics & Nutrition faculty: October 5, 2011
Submitted to
The Office of Academic Affairs: October 5, 2011
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 1 of 39
TABLE OF CONTENTS
Mission Statement __________________________________________________________________ 3
Program Introduction _______________________________________________________________ 3
Assessment Process Introduction ______________________________________________________ 3
Program Outcomes _________________________________________________________________ 4
Table 1: Association of Assessment Measures to Program Outcomes __________________________ 5
Assessment Measures________________________________________________________________ 6
Table 2: Program Outcomes Assessment Measures and Administration ________________________ 6
Assessment Implementation & Analysis for Program Improvement ____________________________ 7
General Implementation Strategy _________________________________________________________________ 7
Method of Data Analysis and Formulation of Recommendations for Program Improvement ___________________ 7
Modification of the Assessment Plan ______________________________________________________________ 7
Appendix A: UAA Dietetic Internship Programmatic Assessment Plan ________________________ 8
Appendix B: Evidence Based Practice Manuscript Grade Report ____________________________ 24
Measure Description: _________________________________________________________________________ 25
Factors that affect the collected data: _____________________________________________________________ 25
How to interpret the data: ______________________________________________________________________ 25
Appendix C: Clinical Case Study Grade Report_________________________________________26
Measure Description: ________________________________________________________________________ 256
Factors that affect the collected data: ____________________________________________________________ 256
How to interpret the data: _____________________________________________________________________ 256
Appendix D: Wellness Presentation Grade Report _______________________________________ 31
Measure Description: _________________________________________________________________________ 31
Factors that affect the collected data: _____________________________________________________________ 31
How to interpret the data: ______________________________________________________________________ 31
Appendix E: Management Capstone Project Evaluation ___________________________________ 35
Measure Description: _________________________________________________________________________ 35
Factors that affect the collected data: _____________________________________________________________ 35
How to interpret the data: ______________________________________________________________________ 35
Appendix F: Rural Rotation Capstone Project Evaluation _________________________________ 37
Measure Description: _________________________________________________________________________ 37
Factors that affect the collected data: _____________________________________________________________ 37
How to interpret the data: ______________________________________________________________________ 37
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
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MISSION STATEMENT
The mission of the UAA Dietetic Internship Graduate Certificate is to “Guide the future of dietetics
and nutrition in Alaska.”
PROGRAM INTRODUCTION
This document defines the student learning outcomes for the Dietetic Internship (DI) Graduate
Certificate and outlines a plan for assessing the achievement of the stated outcomes.
The DI has initial accreditation through the Commission on Accreditation for Dietetic Education
(CADE) through 2015. A five-year interim Program Assessment Report was completed May 1, 2010.
The DI is required to design supervised practice and didactic learning opportunities to enable dietetic
interns to meet 49 competency statements, grouped into five categories of “student learning outcomes”
as defined by CADE. Ongoing program assessment is required for accreditation maintenance,
including surveying program alumni and employers of alumni to determine adequacy of the program in
preparing graduates for the workforce.
ASSESSMENT PROCESS INTRODUCTION
This document defines the expected student learning outcomes for the Dietetic Internship Graduate
Certificate and outlines a plan for assessing the achievement of the stated outcomes.
Effective March 1, 2009, all CADE accredited dietetic internships are required to use the same four
student learning outcomes, covering four broad categories of dietetics practice, in addition to one
additional student learning outcome defined by the program to represent the program’s unique
concentration area. CADE made the decision to mandate the four specific student learning outcomes
because of the difficulty programs were having writing their own. The curriculum in dietetic
internships is required to provide learning opportunities to meet standardized competencies, therefore
the standardized student learning outcomes were felt to be a natural extension of the competencies.
During the summer of 2009 the program coordinator developed the Programmatic Assessment Plan
(Appendix A) which documents the specific learning activities will be used to facilitate achievement of
each competency in the five categories of student learning outcomes. One culminating activity and the
corresponding evaluation tool, felt to demonstrate overall achievement of the competencies for each
student learning outcome, was selected for use in the UAA outcomes assessment plan.
An additional program outcome that is required to be measured is the average five-year pass rate on
first attempt of the national registration exam for dietitians (the minimum pass rate for program
accreditation is 80%). The program will monitor this outcome, as required by CADE, independently
of this outcomes assessment process to allow the focus of this report to be on student learning
outcomes exclusively.
Major revisions to this plan include all new student learning outcomes and corresponding assessment
tools.
The faculty met and accepted the outcomes and assessment processes on September 22, 2009.
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October 2011
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PROGRAM OUTCOMES
Upon completion of this program the graduate will be able to:

integrate scientific information and research into practice. [Scientific and evidence basis of
practice]

display beliefs, values, attitudes and behaviors that are at the professional dietitian level of
practice. [Professional practice expectations]

provide clinical and customer services by developing and delivering information, products and
services to individuals, groups and populations. [Clinical and customer service]

utilize strategic application of principles of management and systems in the provision of
services to individuals and organizations. [Practice management and use of resources]

demonstrate an understanding of Alaska Native culture and Alaska’s unique healthcare delivery
system. [Concentration area: Alaska Native culture and Alaska’s unique healthcare delivery
system]
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October 2011
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TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES
A list of the measures used in the assessment of the program outcomes and their relationship to the
outcomes is provided in Table 1 below.
The implementation of the assessment measures of the program outcomes is summarized in Table 2
(see the next page).
1
Wellness
Presentation
Grade Report
1
Display beliefs, values, attitudes and
behaviors that are at the professional
0
1
1
dietitian level of practice.
Provide clinical and customer services by
developing and delivering information,
0
1
1
products and services to individuals,
groups and populations.
Utilize strategic application of principles
of management and systems in the
0
0
0
provision of services to individuals and
organizations.
Demonstrate an understanding of Alaska
Native culture and Alaska’s unique
0
0
0
healthcare delivery system.
0 = Measure is not used to measure the associated outcome.
1 = Measure is used to measure the associated outcome.
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Rural Rotation
Capstone
Project
Evaluation
1
Management
Capstone
Project
Evaluation
Integrate scientific information and
research into practice.
Clinical Case
Study Grade
Report
Outcomes
Evidence
Based Practice
Manuscript
Grade Report
There is a separate appendix for each measure that shows the measure itself, describes its use and the
factors that affect the results.
1
0
0
1
1
0
1
0
0
1
Page 5 of 39
ASSESSMENT MEASURES
TABLE 2: PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION
Measure
Frequency/
Start Date
Description
Collection
Method
Administered
by
Evidence Based
Practice Manuscript
Grade Report
Clinical Case Study
Grade Report
Measures students’ ability to search for,
evaluate and apply peer-reviewed literature
on an assigned clinical topic.
End of spring
semester
EBP
Manuscript
Program
Coordinator
Measures students’ ability to provide patient
care within professional practice expectations.
End of clinical
rotation (can be
either semester)
Clinical Case
Study
Presentation
Program
Coordinator
Wellness
Presentation Grade
Report
Management
Capstone Project
Evaluation
Measures students’ ability to develop and
deliver products that promote consumer
wellness.
End of spring
semester
Wellness
Presentation
Program
Coordinator
Management
Capstone
Project
Program
Coordinator
Rural Rotation
Capstone Project
Evaluation
Measures students’ ability to apply
knowledge of specialized populations to
practice recommendations.
Rural Rotation
Capstone
Project
Program
Coordinator
Measures students’ ability to evaluate a
foodservice operation and provide evidencebased recommendations for improvement.
Plan-CTC-Dietetic Internship Graduate Certificate
End of
management
rotation (can be
either semester)
End of rural
rotation (start
of fall
semester)
October 2011
Page 6 of 39
ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
The program coordinator developed the new Programmatic Assessment Plan (Appendix A) as required
by the Commission on Accreditation for Dietetic Education (CADE) during the summer of 2009.
Specific assessment methods were identified for each of the required competencies and a culminating
learning activity was selected to demonstrate student achievement of each student learning outcome for
this outcomes assessment plan. The Programmatic Assessment Plan is being included in this report to
demonstrate how the dietetic internship incorporates the national accreditation standards and
requirements into a cohesive and comprehensive plan.
The process to implement this plan began at the start of the fall 2009 semester. Each evaluation
method has been and will be administered during the corresponding rotation during the 2009-2010 and
2010-2011 academic year, as identified in Table 2. Some rotations are completed in a specific
semester (i.e. rural rotation is in the fall semester) and other rotations may be in the fall or spring
semester depending on rotation site availability (i.e. clinical rotation).
Method of Data Analysis and Formulation of Recommendations for Program Improvement
The program faculty will meet at least once a year to review the data collected using the assessment
measures. This meeting will result in recommendations for program changes that are designed to
enhance performance relative to the program’s outcomes. The results of the data collection, an
interpretation of the results, and the recommended programmatic changes will be forwarded to the
Office of Academic Affairs (in the required format) by June 15th each year. A plan for implementing
the recommended changes, including of advertising the changes to all the program’s stakeholders, will
also be completed at this meeting.
The proposed programmatic changes may be any action or change in policy that the faculty deems as
being necessary to improve performance relative to program outcomes. Recommended changes will
also consider workload (faculty, staff, and students), budgetary, facilities, and other relevant
constraints. A few examples of changes made by this program in response to prior assessment of
outcomes include:
o changes to rotation sites
o changes in scheduling of rotations
o changes in intern seminar class didactic content
Modification of the Assessment Plan
The faculty, after reviewing the collected data and the processes used to collect it, may decide to alter
the assessment plan. Changes may be made to any component of the plan, including the outcomes,
assessment measures, or any other aspect of the plan. The changes will be approved by the faculty of
the program. The modified assessment plan will be forwarded to the dean/director’s office and the
Office of Academic Affairs.
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October 2011
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Appendix A: UAA Dietetic Internship Programmatic Assessment Plan (developed July 2009)
UAA DI Programmatic Assessment Plan (PAP)*
Program Goals and Outcome Measures
*To be assessed annually
UAA DI Mission: “Guide the future of dietetics and nutrition in Alaska.”
Program Goal
I. Prepare UAA Dietetic Interns to become competent entry-level dietitians.
1. Graduating interns will
achieve a satisfactory rating for
all of the entry-level
competencies.
Evidence of
intern
attainment of
competencies
Yes
What Groups
will be
Assessed?
Interns
2. Over a five-year period, the
first time pass rate of our
graduates on the RD exam will
be at least 80%.
3. At least 75% of employers of
UAA DI alumni will rate alumni
with a knowledge base of at
least “satisfactory” on follow-up
surveys.
4. Within 6 months of program
completion > 50% of graduates
will have passed the RD exam.
5. Over a 5-year period, within
3 months of program
completion > 70% of graduates
who sought employment in
dietetics will be employed.
6. 100% of the interns who
begin the UAA DI will finish the
program within 150% of the
time planned for completion.
7. 100% of alumni will indicate
they felt prepared for their
practice as an RD.
RD Exam
scores
Yes
Graduates
Intern
Evaluations/
Intern
Seminar
Class Grades
Exam
Results of
employer
surveys
Yes
Employers
Survey
Results of
alumni
surveys
Results of
alumni
surveys
Yes
Graduates
Yes
Program
completion
rates
Results of
alumni
surveys
Data Needed
Outcome Measures
Data Already
Available?
Assessment
Methods
Who Will
Conduct
Assessments
Preceptors/
Program
Coordinator
Timeline
Ongoing/
Twice per
Year
Registration
Examination
5-year summary
report (CDR)
Program
Coordinator
Annually
Survey
Program
Coordinator
1 year post
graduation
Graduates
Survey
Program
Coordinator
1 year post
graduation
Yes
Graduates
Graduation
roster
Program
Coordinator
Annually
Yes
Graduates
Survey
Program
Coordinator
1 year post
graduation
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
1 year post
graduation
Page 8 of 39
Actual
Outcome
Action
Taken
Program Goal
II. Increase the number of registered dietitians in Alaska.
Outcome Measures
Data Needed
1. On a continual basis at least
40% of UAA DI alumni will be
working in Alaska in the dietetics
profession.
2. At least 25% of UAA DI
graduates will remain in Alaska,
for one year, to work as an RD
upon graduation.
3. UAA DI will provide a unique
concentration area based on local
resources and identified needs.
Demographic
Data
Yes
What Groups
will be
Assessed?
Graduates
Demographic
Data/ Results
of alumni
surveys
Results of
survey of and
discussion with
preceptors
Yes
Graduates
AKDA roster,
Alumni survey
Program
Coordinator
Annually/ 1
year post
graduation
Yes
Preceptor
Council, Rural
Preceptors
Preceptor
Survey,
Discussion
Program
Coordinator
Annually
Data Already
Available?
Assessment
Methods
AKDA roster
Who Will
Conduct
Assessments
Program
Coordinator
Program Goal
III. Ensure that Alaska Natives, and other minority groups, have access to an ADA approved Alaska specific dietetic internship.
What Groups
Who Will
Data Already
Assessment
Outcome Measures
Data Needed
will be
Conduct
Available?
Methods
Assessed?
Assessments
1. At least 8% of UAA DI
Demographic
Yes
Graduates
Annual Report
Program
graduates (overall) will be of
Data
Coordinator
Alaska Native or other minority
group descent.
Program Goal
IV. Prepare graduates to demonstrate a commitment to community service.
What Groups
Data Already
Outcome Measures
Data Needed
will be
Available?
Assessed?
1. UAA DI interns will participate
Evidence of
Yes
Interns
in at least one community service intern
project while an intern at UAA.
participation in
project
2. At least 50% of UAA DI alumni
Results of
Yes
Graduates
will indicate on a follow-up survey alumni surveys
that they participate in one or
more community service
activities
Plan-CTC-Dietetic Internship Graduate Certificate
Assessment
Methods
Portfolio/
Evaluations
Survey
October 2011
Who Will
Conduct
Assessments
Interns/
Program
Coordinator
Program
Coordinator
Timeline
Actual
Outcome
Action
Taken
Actual
Outcome
Action
Taken
Actual
Outcome
Action
Taken
Annually
Timeline
Annually
Timeline
Annually
1 year post
graduation
Page 9 of 39
Programmatic Assessment Plan (PAP)*
Student Learning Outcomes
*To be assessed annually
1. Scientific and Evidence Base of Practice: the intern integrates scientific information and research into practice.
Competency
Assessment Method/
Expected Outcome
DI 1.1 Select appropriate indicators
and measure achievement of clinical,
programmatic, quality, productivity,
economic or other outcomes
Select an indicator from
facility/department QI plan and
measure achievement of
outcome/100% of interns will achieve a
score of at least 4/5.
Work with clinical nutrition manager to
determine QI issue, collect data and
analyze results/100% of interns will
achieve a 4/5 for this competency.
Conduct chart reviews according to
WIC regulations to ensure client
eligibility /100% of interns will achieve
a 4/5 for this competency.
Case study presentation/100% of
interns will correctly incorporate
literature review requirements as part
of case study (case study grade of >
80%).
DI 1.2 Apply evidence-based guidelines, systematic
reviews and scientific literature (such as the ADA
Evidence Analysis Library, Cochrane Database of
Systematic Reviews and the U.S. Department of
Health and Human Services, Agency for Healthcare
Research and Quality, National Guideline
Clearinghouse Web sites) in the nutrition care
process and model and other areas of dietetics
practice.
DI 1.3 Justify programs, products,
services and care using appropriate
evidence or data
Where
Assessment
Occurs
Management
rotation
Individual
Responsible
Timeline
Management
preceptor
Week 4 of mgmt
rotation
Clinical rotation
Clinical
preceptor
Week 10 of
clinical
WIC rotation
WIC preceptor
Week 3 of WIC
Clinical rotation
Program
Coordinator
Week 5 and 9 of
clinical rotation
Disease management
presentation/100% of interns will
correctly incorporate literature review
requirements as part of presentation
(presentation grade of > 80%).
Outpatient
rotation
Program
Coordinator
Week 4 of
outpatient
rotation
Intern will apply evidence-based
guidelines for nutrition education
project that will be developed, taught
and implemented as a web
module/100% of interns will achieve a
3/5 for this competency.
WIC rotation
WIC preceptor
Week 3 of WIC
rotation
Justify the development of a new
product based on appropriate
nutrient analysis data and consumer
preferences through a survey/100%
of interns will achieve a 3/5 for this
competency.
Intern will provide a written report
using results from the activity in DI
1.1, with recommendations/100% of
School
foodservice
rotation
School
Foodservice
Preceptor
Week 2 of
school
foodservice
rotation
Clinical rotation
Clinical
preceptor
Week 10 of
clinical rotation
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October 2011
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Actual
Outcome
Action Taken
DI 1.4 Evaluate emerging research
for application in dietetics practice
DI 1.5 Conduct research projects
using appropriate research methods,
ethical procedures and statistical
analysis
interns will achieve a 3/5 for this
competency
Using data from chart audit in DI 1.1,
interns will verify client’s WIC
eligibility/100% of interns will
correctly verify eligibility as
evidenced by achieving a 3/5 for this
competency
Interns provide journal article review,
using article assigned by program
coordinator/100% of interns will
score > 75 points on the journal club
evaluation form.
Interns will review current literature
for assessment of foodservice
operation/100% of interns will follow
management capstone literature
review guidelines.
Interns provides two journal article
reviews/100% of interns will score >
75 points on the journal club
evaluation form
Interns provides at least one journal
article review/100% of interns will
score > 75 points on the journal club
evaluation form
Intern presents findings to
preceptors from EAL and current
literature for a high-risk client’s
diagnosis/80% of interns will score
4/5 for this activity.
Intern will conduct EBP literature
review based on a PICO question
and write manuscript according to
TICN requirements/100% of interns
will score at least 250/300 on this
project
Survey/ At least 75% of employers of UAA
DI alumni will rate alumni with a knowledge
base of at least “satisfactory” in this
category on follow-up surveys.
DI 1.1-1.5
WIC rotation
WIC preceptor
Throughout
WIC rotation
Rural rotation
Rural preceptor
Hospital
foodservice
rotation
Program
coordinator
Week 3 of rural
rotation
Clinical rotation
Clinical
preceptor
Week 10 of
clinical rotation
Outpatient
rotation
Outpatient
preceptor
Week 4 of
outpatient
rotation
WIC rotation
WIC preceptor
Week 3 of WIC
rotation
Intern seminar
class
Program
Coordinator
End of intern
seminar class
Employers of DI
graduates
Alumni
Program
Coordinator
Program
Coordinator
1 year post
graduation
Survey/ At least 75% of UAA DI alumni will
rate their knowledge base at least
“satisfactory” in this category on follow-up
surveys.
Overall assessment of intern
achievement for UAA OA Plan:
EBP Manuscript
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October 2011
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October 2011
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2. Professional Practice Expectations: the intern's beliefs, values, attitudes and behaviors are at the professional dietitian level of
practice.
Competency
Assessment Method/
Expected Outcome
Where Assessment Occurs
Individual
Responsible
Timeline
DI 2.1 Practice in compliance with
current federal regulations and state
statutes and rules, as applicable and in
accordance with accreditation
standards and the ADA Scope of
Dietetics Practice Framework,
Standards of Professional Performance
and Code of Ethics for the Profession
of Dietetics
DI 2.2 Demonstrate professional
writing skills in preparing professional
communications (e.g. research
manuscripts, project proposals,
education materials, policies and
procedures)
Observation in all rotations and
program activities/100% of interns will
achieve a passing score on all rotation
evaluations for this competency.
Interns in all rotations
All preceptors
and Program
Coordinator
Ongoing
Research manuscript based on PICO
question/80% of interns will score at
least 250/300 on this project
Intern seminar class
Program
Coordinator
End of intern
seminar class
Intern will assess foodservice operation
and provide recommendations for
improvements/100% of interns will
score 80% or better on management
capstone paper
Hospital foodservice rotation
Program
Coordinator
Week 2 of
hospital
foodservice
rotation
Intern will write/revise policies as
assigned by preceptor/100% of interns
will score of 4/5 for this competency
Interns will deliver group nutrition
education presentation. Project will
include lesson plan, handouts (premade are fine) and evaluation strategy
(intern plans how the audience will
evaluate their learning) /100% of
interns will receive > 90% on their
evaluation of this assignment.
Intern will develop, present and
evaluate an inservice on a
management or foodservice topic as
assigned by preceptor (intern plans
how the audience will evaluate their
learning)/ 100% of interns will receive >
90% on their evaluation of this
assignment.
Intern will keep a log of counseling
sessions with a minimum of 5 clients
and document strategies used to
facilitate behavior change/100% of
interns will provide this documentation
Management rotation
Mgmt preceptor
Outpatient rotation
Outpatient
preceptors
Week 4 of
management
rotation
Week 4 of
outpatient
rotation
Management rotation
Mgmt preceptor
Week 4 of mgmt
rotation
Outpatient rotation
Outpatient
preceptors
Weeks 1-4
outpatient
rotation
DI 2.3 Design, implement and evaluate
presentations considering life
experiences, cultural diversity and
educational background of the target
audience
DI 2.4 Use effective education and
counseling skills to facilitate behavior
change
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October 2011
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Actual
Outcome
Action
Taken
to program coordinator at the end of
the rotation.
DI 2.5 Demonstrate active
participation, teamwork and
contributions in group settings
DI 2.6 Assign appropriate patient care
activities to DTRs and/or support
personnel considering the needs of the
patient/client or situation, the ability of
support personnel, jurisdictional law,
practice guidelines and policies within
the facility
DI 2.7 Refer clients and patients to
other professionals and services when
needs are beyond individual scope of
practice
DI 2.8 Demonstrate initiative by
proactively developing solutions to
problems.
Intern will keep a log of counseling
sessions with a minimum of 5 clients
and document strategies used to
facilitate behavior change/100% of
interns will provide this documentation
to program coordinator at the end of
the rotation.
Observation in all rotations and
program activities/100% of interns will
achieve a passing score (3/5) on all
rotation evaluations for this
competency.
Intern appropriately utilizes team
structure for the delivery of MNT (i.e.
CDM/menu process, diet office
processes, interactions with
foodservice staff)/ 100% of interns will
achieve a passing score (3/5) for this
competency
Intern assigns work as appropriate to
WIC CPAs and other team members
(after preceptor provides initial
guidelines for doing so)/100% of
interns will achieve a passing score
(3/5) for this competency
WIC rotation
WIC preceptor
Weeks 1-3 WIC
rotation
Interns in all rotations
All preceptors
and Program
Coordinator
Ongoing
Clinical rotation
Clinical
preceptor
Throughout
clinical rotation
WIC rotation
WIC preceptor
Throughout WIC
rotation
Intern makes referrals to and consults with other
professionals (speech pathologist, pharmacy,
outpatient nutrition, etc.) as appropriate to provide
patient with optimal continuum of care/ 100% of
interns will achieve a passing score (3/5) for this
competency
Following orientation to possible referral sources at
the start of the rotation, intern refers clients to
Alaska Women’s Resource, housing or daycare
assistance, etc./ 100% of interns will achieve a
passing score (3/5) for this competency
Following orientation to possible referral sources at
the start of the rotation, intern refers patients as
appropriate to provide patient with optimal
continuum of nutrition care/100% of interns will
achieve a passing score (3/5) for this competency
Clinical rotation
Clinical
preceptor
Throughout
clinical rotation
WIC rotation
WIC preceptor
Throughout WIC
rotation
Outpatient rotation
Outpatient
preceptor
Throughout
outpatient
rotation
Observation: intern participates in
developing solutions to problems as
they arise (actively engaged)/ 100% of
interns will achieve a passing score
(3/5) for this competency
Interns in all rotations
All preceptors
and Program
Coordinator
Ongoing
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October 2011
Page 14 of 39
DI 2.9 Apply leadership principles
effectively to achieve desired outcomes
DI 2.10 Serve in professional and
community organizations
DI 2.11 Establish collaborative
relationships with internal and external
stakeholders, including patients,
clients, care givers, physicians, nurses
and other health professionals,
administrative and support personnel
to facilitate individual and
organizational goals
DI 2.12 Demonstrate professional
attributes such as advocacy, customer
focus, risk taking, critical thinking,
flexibility, time management, work
prioritization and work ethic within
various organizational cultures
DI 2.13 Perform self assessment,
develop goals and objectives and
prepare a draft portfolio for
professional development as defined
by the Commission on Dietetics
Registration
Intern will provide recommendations for
change based on observations,
systems theory and current literature in
management capstone paper/100% of
interns will achieve a passing score
(3/5) on all rotation evaluations in
assessment of this competency.
Observation: intern demonstrates
knowledge of leadership principles and
applies them in their work/100% of
interns will achieve a passing score
(3/5) on all rotation evaluations for this
competency.
Interns will complete book report on
leadership book of choice and present
it during program orientation/100% of
interns will achieve a passing score
(75/100) on this assignment.
Interns will volunteer for service project
with community organization (i.e.
American Diabetes Association)/ 100%
of interns will achieve a passing score
(3/5) for this competency.
Observation: intern actively participates
with team members to facilitate patient
care (i.e. care planning process,
discharge planning, rounds, team
meetings)/ 100% of interns will achieve
a passing score (3/5) on all rotation
evaluations for this competency.
Hospital Foodservice rotation
Program
coordinator
Week 2 of
Hospital
Foodservice
rotation
Interns in all rotations
All preceptors
and Program
Coordinator
Ongoing
Program orientation
Program
coordinator
Second week of
internship
Program requirement
Program
coordinator
By end of
program
Interns in all rotations
All preceptors
and Program
Coordinator
Ongoing
Observation: intern overall
performance in these areas will be
assessed using the “Professional
Readiness Evaluation”/ 100% of
interns will “meet expectations” (M) on
all “Professional Readiness Evaluation”
categories.
Intern discusses how these attributes
were used in providing care for their
case study patient/100% of interns will
achieve a passing score (3/5) for this
competency.
Intern drafts CDR Professional
Development Portfolio/100% of interns
will achieve a passing score (3/5) for
this competency.
Interns in all rotations
All preceptors
and Program
Coordinator
Ongoing
Clinical rotation
Clinical
preceptor
End of clinical
rotation
Intern seminar class
Program
coordinator
End of spring
semester
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 15 of 39
DI 2.14 Demonstrate assertiveness
and negotiation skills while respecting
life experiences, cultural diversity and
educational background
DI 2.1-2.14
Observation: intern demonstrates
respectful, productive interactions with
team members at rotation site (i.e.
health care team interactions, patient
interactions, foodservice staff
interactions)/ 100% of interns will
achieve a passing score (3/5) for this
competency.
Intern discusses how these objectives
were achieved in providing care for
their case study patient/100% of
interns will achieve a passing score
(3/5) for this competency.
Interns in all rotations
All preceptors
and Program
Coordinator
Ongoing
Clinical rotation
Clinical
preceptor
End of clinical
rotation
Survey/ At least 75% of employers of UAA
DI alumni will rate alumni with a knowledge
base of at least “satisfactory” in this
category on follow-up surveys.
Employers of DI graduates
Alumni
Program
Coordinator
Program
Coordinator
1 year post
graduation
Survey/ At least 75% of UAA DI alumni will
rate their knowledge base at least
“satisfactory” in this category on follow-up
surveys.
Overall assessment of intern
achievement for UAA OA Plan:
Clinical case study presentation
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 16 of 39
3. Clinical and Customer Services: the intern develops and delivers information, products and services to individuals, groups and populations.
Competency
Assessment Method/
Expected Outcome
Where
Assessment
Occurs
Individual
Responsible
Timeline
DI 3.1 Perform the Nutrition Care
Process (a through d below) and use
standardized nutrition language for
individuals, groups and populations of
differing ages and health status, in a
variety of settings
Intern will correctly utilize the Nutrition
Care Process overall in their delivery of
MNT/100% of interns will achieve a
passing score (3/5) for this
competency.
Clinical rotation
Clinical
preceptors
Throughout
clinical rotation
Intern will correctly utilize the Nutrition
Care Process overall in their delivery of
MNT/100% of interns will achieve a
passing score (3/5) for this
competency.
Intern will perform nutrition
assessments according to facility
guidelines/100% of interns will achieve
a passing score (3/5) for this
competency.
Intern will perform nutrition
assessments according to facility
guidelines/100% of interns will achieve
a passing score (3/5) for this
competency.
Outpatient
rotation
Outpatient
preceptors
Throughout
outpatient
rotation
Clinical rotation
Clinical
preceptors
Throughout
clinical rotation
Outpatient
rotation
Outpatient
preceptors
Throughout
outpatient
rotation
DI 3.1.a. Assess the nutritional status
of individuals, groups and populations
in a variety of settings where nutrition
care is or can be delivered
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 17 of 39
Actual
Outcome
Action Taken
DI 3.1.b.Diagnose nutrition problems
and create problem, etiology, signs and
symptoms (PES) statements
DI 3.1.c. Plan and implement nutrition
interventions to include prioritizing the
nutrition diagnosis, formulating a
nutrition prescription, establishing
goals and selecting and managing
intervention
DI 3.1.d. Monitor and evaluate
problems, etiologies, signs, symptoms
and the impact of interventions on the
nutrition diagnosis
DI 3.2 Develop and demonstrate
effective communications skills using
oral, print, visual, electronic and mass
media methods for maximizing client
education, employee training and
marketing
Intern will write PES statements as part
of medical notes/100% of interns will
achieve a passing score (3/5) for this
competency.
Intern will write PES statements as part
of medical notes /100% of interns will
achieve a passing score (3/5) for this
competency.
Intern appropriately selects
interventions for each patient /100% of
interns will achieve a passing score
(3/5) for this competency.
Clinical rotation
Clinical
preceptors
Throughout
clinical rotation
Outpatient
rotation
Outpatient
preceptors
Throughout
outpatient
rotation
Clinical rotation
Clinical
preceptors
Throughout
clinical rotation
Intern appropriately selects
interventions for each patient /100% of
interns will achieve a passing score
(3/5) for this competency.
Intern follows patient’s progress
throughout hospital stay/100% of
interns will achieve a passing score
(3/5) for this competency.
Intern follows patient’s progress at
follow-up visits/100% of interns will
achieve a passing score (3/5) for this
competency.
Outpatient
rotation
Outpatient
preceptors
Throughout
outpatient
rotation
Clinical rotation
Clinical
preceptors
Throughout
clinical rotation
Outpatient
rotation
Outpatient
preceptors
Throughout
outpatient
rotation
Intern will demonstrate effective communication
skills in clinical case study presentations/100% of
interns will achieve a passing score (3/5) for this
competency.
Clinical rotation
Clinical
Preceptor,
preceptors in
audience
End of clinical
rotation
Intern will demonstrate effective communication
skills in their new product marketing project/100% of
interns will achieve a passing score (3/5) for this
competency.
School
foodservice
rotation
Outpatient
rotation
School
Intern will demonstrate effective communication
skills in the development of an education module, on
topic assigned by preceptor, that will be taught by
the intern in-person and used as a web
module/100% of interns will achieve a passing score
(3/5) for this competency.
WIC rotation
WIC preceptor
End of School
foodservice
rotation
End of
outpatient
rotation
End of WIC
rotation
Intern will demonstrate these skills in
marketing new products for the
cafeteria/100% of interns will achieve a
passing score (3/5) for this
competency.
Intern will demonstrate these skills in
project assigned by preceptor (i.e.
recycling project, local/sustainability
project, or food waste study) /100% of
Management
rotation
Mgmt preceptor
Week 4 of
mgmt rotation
Management
rotation
Mgmt
preceptor
Week 4 of
mgmt rotation
Intern will demonstrate effective communication
skills in development of patient education
materials/100% of interns will achieve a passing
score (3/5) for this competency.
DI 3.3 Demonstrate and promote
responsible use of resources including
employees, money, time, water,
energy, food and disposable goods.
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
foodservice
preceptor
Outpatient
preceptor
Page 18 of 39
DI 3.4 Develop and deliver products,
programs or services that promote
consumer health, wellness and lifestyle
management merging consumer desire
for taste, convenience and economy
with nutrition, food safety and health
messages and interventions
DI 3.5 Deliver respectful, sciencebased answers to consumer questions
concerning emerging trends
DI 3.6 Coordinate procurement,
production, distribution and service of
goods and services
interns will achieve a passing score
(3/5) for this competency.
Intern will demonstrate knowledge of
these skills through recommendations
in management capstone paper/100%
of interns will score 80% or better on
management capstone paper
Interns will deliver employee wellness
presentation. Project will include
lesson plan, handouts (pre-made are
fine) and evaluation strategy (intern
plans how the audience will evaluate
their learning) /100% of interns will
receive > 90% on their evaluation of
this assignment.
Observation: intern is supervised
during all rotations to ensure
appropriate responses are provided to
consumer questions/100% of interns
will achieve a passing score (3/5) for
this competency in all rotations
Intern will participate in inventory and
ordering processes at rotation
site/100% of interns will achieve a
Hospital
foodservice
rotation
Program
coordinator
Week 2 of
hospital
foodservice
rotation
Program
requirement
Wellness
preceptor and
program
coordinator
End of program
Interns in all
rotations
All preceptors
and Program
Coordinator
Ongoing
Management
rotation
Mgmt preceptor
Week 4 of
mgmt rotation
Management
rotation
Mgmt
preceptor
Week 4 of
mgmt rotation
School
foodservice
rotation
School
Week 2 of
school
foodservice
rotation
Employers of DI
graduates
Alumni
Program
Coordinator
Program
Coordinator
passing score (3/5) for this
competency.
DI 3.7 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
Intern will display these skills in
menu project as assigned by
preceptor/100% of interns will achieve
a passing score (3/5) for this
competency.
Intern will create a 4-week menu,
perform nutrient analysis of menu
and complete production records for
menu/100% of interns will achieve a
foodservice
preceptor
passing score (3/5) for this
competency.
Survey/ At least 75% of employers of UAA
DI alumni will rate alumni with a knowledge
base of at least “satisfactory” in this
category on follow-up surveys.
DI 3.1-3.7
1 year post
graduation
Survey/ At least 75% of UAA DI alumni will
rate their knowledge base at least
“satisfactory” in this category on follow-up
surveys.
Overall assessment of intern achievement
for UAA OA Plan:
Employee wellness presentation
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 19 of 39
4. Practice Management and Use of Resources: the intern utilizes strategic application of principles of management and
systems in the provision of services to individuals and organizations.
Competency
Assessment Method/
Expected Outcome
Where
Assessment
Occurs
Individual
Responsible
Timeline
DI 4.1 Use organizational processes
and tools to manage human resources
Participate in rotation site’s interview
and hiring process as directed by
preceptor/100% of interns will achieve
a passing score (3/5) for this
competency.
Management
rotation
Mgmt
preceptor
Throughout
mgmt rotation
DI 4.2 Perform management functions
related to safety, security and
sanitation that affect employees,
customers, patients, facilities and food
Intern completes sanitation checklist according to
facility policy and procedure/100% of interns will
achieve a passing score (3/5) for this competency.
Management
rotation
Mgmt preceptor
Throughout
mgmt rotation
Hospital
foodservice
rotation
Hospital
foodservice
preceptor
Throughout
hospital
foodservice
rotation
Hospital
foodservice
rotation
Program
Coordinator
End of hospital
foodservice
rotation
Intern seminar
class
Program
Coordinator
End of program
Intern reviews most recent state and/or other
regulatory agency evaluation of facility re: sanitation
and safety guidelines. Intern documents corrective
action taken or provides recommendations in written
report/100% of interns will achieve a passing score
(3/5) for this competency.
Intern completes sanitation checklist according to
facility policy and procedure/100% of interns will
achieve a passing score (3/5) for this competency.
Intern reviews most recent state and/or other
regulatory agency evaluation of facility re: sanitation
and safety guidelines. Intern documents corrective
action taken or provides recommendations in written
report/100% of interns will achieve a passing score
(3/5) for this competency.
DI 4.3 Apply systems theory and a
process approach to make decisions
and maximize outcomes
DI 4.4 Participate in public policy
activities, including both legislative and
regulatory initiatives
Intern applies Systems Theory in their
analysis of and recommendations for
improvement in a foodservice
operation/100% of interns will score
80% or better on management
capstone paper
Complete public policy project/100% of
interns will score 80% or better on
project
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 20 of 39
Actual
Outcome
Action Taken
DI 4.5 Conduct clinical and customer
service quality management activities
DI 4.6 Use current informatics
technology to develop, store, retrieve
and disseminate information and data
DI 4.7 Prepare and analyze quality,
financial or productivity data and
develops a plan for intervention
DI 4.8 Conduct feasibility studies for
products, programs or services with
consideration of costs and benefits
DI 4.9 Obtain and analyze financial
data to assess budget controls and
maximize fiscal outcomes
Intern conducts customer service
survey, compiles and reports on results
to preceptors/100% of interns will
achieve a passing score (3/5) for this
competency.
Intern participates in programs such as
“mystery shopper” and meal rounds for
patient services/100% of interns will
achieve a passing score (3/5) for this
competency.
Intern conducts survey related to
nutrition education display board/100%
of interns will achieve a passing score
(3/5) for this competency.
Intern learns and uses facility specific
informatics technology (i.e. electronic
charting, databases)/ 100% of interns
will achieve a passing score (3/5) for
this competency in all rotations.
Based on data collected for activity in
DI 4.5, intern formulates ideas and
provide recommendations for
improvement in written report to
preceptor/100% of interns will achieve
a passing score (3/5) for this
competency.
Intern analyzes survey results from DI
4.5 and develops plan for item
production/100% of interns will achieve
a passing score (3/5) for this
competency.
WIC rotation
WIC preceptor
End of WIC
rotation
Management
rotation
Mgmt preceptor
End of mgmt
rotation
School
foodservice
rotation
School
foodservice
preceptor
End of school
foodservice
rotation
Interns in all
rotations
All preceptors
and Program
Coordinator
Ongoing
Management
rotation
Mgmt preceptor
Week 4 of mgmt
rotation
School
foodservice
rotation
School
foodservice
preceptor
Week 2 of
school
foodservice
rotation
Intern conducts cost-benefit analysis to examine
new programs/products/services (i.e. room service,
stop the pop) and provides written report to
preceptor/ 100% of interns will achieve a passing
score (3/5) for this competency
Intern conducts feasibility study to ensure new
product development meets cost and nutrient
guidelines (from DI 4.7) and provides written memo
with recommendations to preceptor/ 100% of interns
will achieve a passing score (3/5) for this
competency.
Management
rotation
Mgmt preceptor
Week 4 of mgmt
rotation
School
foodservice
rotation
School
foodservice
preceptor
Week 2 of
school
foodservice
rotation
Intern analyzes monthly budget with
preceptor and assesses performance
with meeting budget goals in report to
preceptor/100% of interns will achieve
a passing score (3/5) for this
competency.
Management
rotation
Mgmt preceptor
Week 4 of mgmt
rotation
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 21 of 39
DI 4.10 Develop a business plan for a
product, program or service including
development of a budget, staffing
needs, facility requirements, equipment
and supplies
Intern develops business plan for a
business of their choice (simulation
exercise)/100% of interns will achieve
a minimum of 80/100 for this project.
Intern seminar
class
Program
Coordinator
End of program
DI 4.11 Complete documentation that
follows professional guidelines,
guidelines required by health care
systems and guidelines required by the
practice setting
Intern documentation is evaluated
against facility and industry standards
(i.e. medical chart notes, reports and
presentation)/ 100% of interns will
achieve a passing score (3/5) for this
competency.
Intern documentation is evaluated
against facility and industry standards
(i.e. medical chart notes, reports and
presentation)/ 100% of interns will
achieve a passing score (3/5) for this
competency.
Intern documentation is evaluated
against facility and industry standards
(i.e. medical chart notes, reports and
presentation)/ 100% of interns will
achieve a passing score (3/5) for this
competency.
Clinical rotation
Clinical
preceptor
Throughout
clinical rotation
Outpatient
rotation
Outpatient
preceptor
Throughout
outpatient
rotation
WIC rotation
WIC preceptor
Throughout WIC
rotation
Intern reviews ADbA and ADA websites re: what is
reimbursed by CMS and insurance companies
currently, reviews the following as pertinent to
dietetics: ICD 9 codes, procedure codes and billing
codes. Report is written on findings, reviewed with
preceptor and submitted to program coordinator/
100% of interns will achieve a passing score (3/5)
for this competency
Follow process to provide special medical formulas
(ICD-9 codes, MD orders) to WIC clients/100% of
interns will achieve a passing score (3/5) for this
competency
Outpatient
rotation
Outpatient
preceptor
Week 4 of
outpatient
rotation
WIC rotation
WIC preceptor
Week 3 of WIC
rotation
Survey/ At least 75% of employers of
UAA DI alumni will rate alumni with a
knowledge base of at least
“satisfactory” in this category on followup surveys.
Employers of DI
graduates
Alumni
Program
Coordinator
Program
Coordinator
1 year post
graduation
DI 4.12 Participate in coding and billing
of dietetics/nutrition services to obtain
reimbursement for services from public
or private insurers.
DI 4.1-4.12
Survey/ At least 75% of UAA DI alumni
will rate their knowledge base at least
“satisfactory” in this category on followup surveys.
Overall assessment of intern
achievement for UAA OA Plan:
Management capstone paper
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 22 of 39
5. Concentration area: the intern will demonstrate an understanding of Alaska Native culture and Alaska’s unique healthcare delivery system.
Competency
Assessment Method/
Expected Outcome
CA1 Develop and present rural rotation
capstone project.
Intern develops and delivers
presentation on rural rotation
experience following written
guidelines/100% of interns receive >
80% on this project
Intern creates a handout and/or
develops curriculum for nutrition class
for the population served at their rural
rotation site/ 100% of interns will
achieve a passing score (3/5) for this
competency
Intern demonstrates knowledge about
the ethnic considerations of the menus
used in rural rotation facility to
correct/adjust patient menus during
consults/ 100% of interns will achieve a
passing score (3/5) for this competency
Intern is observed applying knowledge
of Alaska Native culture in activities
throughout rural rotation/ 100% of
interns will achieve a passing score
(3/5) for this competency
Intern develops an interactive patient
education display board/ 100% of
interns will achieve a passing score
(3/5) for this competency
Intern performs hematocrit, cholesterol
and blood glucose testing/ 100% of
interns will achieve a passing score
(3/5) for this competency
Intern performs hematocrit, cholesterol
and blood glucose testing/ 100% of
interns will achieve a passing score
(3/5) for this competency
Intern performs hematocrit, cholesterol
and blood glucose testing/ 100% of
interns will achieve a passing score
(3/5) for this competency
Intern performs anthropometric
measurements and takes vital signs or
blood pressure/ 100% of interns will
achieve a passing score (3/5) for this
competency
CA2 Review and develop culturally
relevant nutrition education materials
for Alaska Native participants and
clients.
CA3 Manage menu development for
Alaska Native clients.
CA4 Manage nutrition care for Alaska
Natives across the lifespan.
CA5 Develop a culturally relevant
health promotion/disease prevention
intervention project (perform) for
Alaska Native participants.
CA6 Participate in waived point-of-care testing, such
as hematocrit and cholesterol levels, and/or
glucometer teaching as a participant in rural and
urban Alaska diabetes or WIC programs.
CA7 Conduct general health
assessment, e.g., blood pressure, vital
signs, anthropometric measurements
as a participant in rural and urban
Alaska diabetes or WIC programs.
Plan-CTC-Dietetic Internship Graduate Certificate
Where
Assessment
Occurs
Intern seminar
class
Individual
Responsible
Timeline
Program
Coordinator
Fall semester
Rural rotation
Rural Preceptors
Week 3 of rural
rotation
Rural rotations
Rural Preceptors
Weeks 1-3 of
rural rotation
Rural rotations
Rural Preceptors
Weeks 1-3
of rural rotation
Rural rotations
Rural preceptors
Week 3 of rural
rotation
Rural rotation
Rural preceptor
Throughout rural
rotation
WIC rotation
WIC preceptor
Throughout WIC
rotation
Outpatient
rotation
Outpatient
preceptor
Throughout
outpatient
rotation
Rural rotation
Rural preceptor
Throughout rural
rotation
October 2011
Page 23 of 39
Actual
Outcome
Action Taken
Intern performs anthropometric
measurements and takes vital signs or
blood pressure/ 100% of interns will
achieve a passing score (3/5) for this
competency
Intern performs anthropometric
measurements and takes vital signs or
blood pressure/ 100% of interns will
achieve a passing score (3/5) for this
competency
Survey/ At least 75% of employers of
UAA DI alumni will rate alumni with a
knowledge base of at least
“satisfactory” in this category on followup surveys.
CA1-CA7
WIC rotation
WIC preceptor
Throughout WIC
rotation
Outpatient
rotation
Outpatient
preceptor
Throughout
outpatient
rotation
Employers of DI
graduates
Alumni
Program
Coordinator
Program
Coordinator
1 year post
graduation
Survey/ At least 75% of UAA DI alumni
will rate their knowledge base at least
“satisfactory” in this category on followup surveys.
Overall assessment of intern
achievement for UAA OA Plan:
Rural Capstone Project
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 24 of 39
APPENDIX B: EVIDENCE BASED PRACTICE MANUSCRIPT GRADE REPORT
Measure Description:
Due to the adoption of Evidence Based Practice (EBP) by the dietetics profession and an increased
emphasis on research knowledge and skills in the required curriculum for accredited dietetic
internships, the students complete an EBP literature review on an assigned clinical topic. The goal of
this project is to study a topic in-depth using the EBP approach and present such information to
colleagues and peers. Hence, submission of a written paper suitable for publication in a peer-reviewed
journal is required. This project is completed throughout the nine-month internship program. The
grade report for this project measures student achievement of the project requirements and ultimately
the students’ progress with the “scientific and evidence basis of practice” student learning outcome.
Factors that affect the collected data:
This is an intensive writing project that culminates with the production of a professional manuscript.
Students begin the dietetic internship after completion of a minimum of a baccalaureate degree. If the
students didn’t have much practice in their undergraduate program with literature searching or writing
that could impact their performance in this learning activity.
How to interpret the data:
This evaluation tool will provide the course instructor with guidelines for evaluating student
performance on this activity. The purpose of this assignment and evaluation tool is to determine if
students are meeting the program outcome on the “scientific and evidence basis of practice”.
Individual students can be assessed using this evaluation form and the progress of the entire class can
be evaluated collectively as well. The results can assist the course instructor with making
modifications to this course.
As for the competency level it is expected that students would be competent at these score levels which
are derived from this assignment evaluation:




270-300 points = 90-100%
240-269 points = 80-89%
210-239 points = 70-79%
180-209 points = 60-69%
Excellent
Good
Adequate
Poor
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 25 of 39
UAA Dietetic Internship
EBP Paper Grade Report
SECTION
POINTS
Introduction
/45
CRITERIA
1.
2.
3.
4.
Topic is clearly identified
Focus narrowed to problem area (why the PICO questions needs to be addressed)
Clear statement of the problem or issue (state the PICO question)
Research trends related to problem are provided
Comments:
Methods Section
/45
5. Detailed description of the 4S search process (databases used, #s of articles found)
6. Inclusion and exclusion criteria are provided
7. Final search strategy provided separately to instructor
Comments:
Review of
Literature
/150
8.
9.
10.
11.
12.
13.
Well-organized
Major studies re: PICO questions are reviewed
Literature matrix with quality ratings for each article included
ADA quality worksheets provided to instructor for all articles in review of literature section
Conclusive/controversial or conflicting findings highlighted
Findings integrated and synthesized (articles are tied together)
Comments:
Conclusions
/30
14. Recommendations for further research on topic
15. Unresolved questions clearly identified
16. Overall summary of studies—did one method work better than another?
Comments:
Mechanical and
Stylistic Criteria
Note: passing
grade cannot be
assigned if
unacceptable in this
category)
/30
17.
18.
19.
20.
21.
22.
AMA style format strictly followed, including references
Others' work properly acknowledged
Proper grammar is used
Presentation well-organized
20-25 references were used
Word count = 3000-4000 words
Comments:
Summary Comments:
Final grade: /300
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 26 of 39
APPENDIX C: CLINICAL CASE STUDY GRADE REPORT
Measure Description:
Interns complete two clinical case study presentations during their 10-week clinical rotation, at weeks
5 and 9. The case study presentation evaluates the intern’s presentation skills, ability to apply Medical
Nutrition Therapy for a specific patient, critical thinking skills, patient advocacy and the ability to
adhere to professional practice standards and guidelines. The grade report evaluates the intern’s
achievement of the “professional practice expectations” student learning outcome.
Factors that affect the collected data:
As this is a presentation to peers and dietetics professionals, the intern’s comfort with professional
presentations will potentially impact their score. Also, the intern’s preparation in Medical Nutrition
Therapy courses in their undergraduate program could affect their grade on this assignment.
How to interpret the data:
This evaluation tool will provide the course instructor with guidelines for evaluating student
performance on this activity. The purpose of this assignment and evaluation tool is to determine if
students are meeting the program outcome on the “professional practice expectations”. Individual
students can be assessed using this evaluation form and the progress of the entire class can be
evaluated collectively as well. The results can assist the course instructor with making modifications
to this course.
As for the competency level it is expected that students would be competent at these score levels which
are derived from this assignment evaluation:




90-100 points = 90-100%
80-89 points = 80-89%
70-79 points = 70-79%
60-69 points = 55-69%
Excellent
Good
Adequate
Poor
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 27 of 39
UAA Dietetic Internship
Clinical Case Study Grade Report
Name:
Date:
Rotation:
Title:
Item
Comments
Points
Possible
Appropriate inpatient (review of MNT applied to a specific
patient case) or outpatient (review of MNT for a specific
disease or condition) focus
Intern consideration of the following items:
-Information needs of the audience
-“Disease Overview” section wasn’t too
elementary.
-Other healthcare professionals in the
audience know more about RD services
and scope of practice.
Intern followed the timeline as instructed (Note: requires
feedback from preceptors).
5
Pre and Post Test met requirements.
5
5
5
Abbreviations met the guidelines (top of p. 4).
P/F
I. Introduction (inpatient only):
A. Patients age and sex
B. Admitting diagnosis
C. Special history and background - include life style
and possible problems pertaining to present
condition
D. Medical history, as related to present condition
5
(Inpatient only)
II. Disease overview:
A. Etiology
B. Pathophysiology
C. Signs and symptoms - including onset of symptoms
10
Plan-CTC-Dietetic Internship Graduate Certificate
October 2011
Page 28 of 39
Points Earned
III. MNT and Disease:
A. Based on a review of the literature. References and
what is current in the literature on the MNT for
topic are discussed.
B. Discussion on what the ADA Evidence Analysis
Library (EAL) includes on the topic.
i. One slide (minimum) re: EAL.
ii. Search terms Used in the EAL
iii. Discussion of the conclusion
statements and grades for
theevidence on the topics selected.
C. Review of national nutrition guidelines for
the disease (if available). If so, audience is
referred to them and they are discussed.
IV. Current Treatment (inpatient only):
A. Medical - what was done from the time of admission
to discharge
i. Use of “Hospital Day #” approach
B. Medication - include purpose and possible
nutritional implications
C. Laboratory tests - compare pertinent labs with
norms and explain their interpretation and nutrition
implications
i. Use of appropriate table format
D. Barriers to current treatment – including
psych/social aspects
E. Diet Therapy
1. Nutrition Care Process – inclusion of the
following in ADIME format:
a. Assessment (ht, wt, kcal needs)
b. Nutrition diagnosis in the form of a PES
statement
c. Interventions (recommendations and goals)
and the rationale for what was selected
d. Plans for or actual monitoring
e. Evaluation and reassessment as necessary
2. Diet Counseling – inclusion of goals, purpose
of diet, points to emphasize, written
materials include meal pattern if appropriate,
discharge planning for nutrition interventions
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20-inpt
45-outpt
20
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V. Summary and Conclusions
A. Discussion of what was learned about this topic
through this process.
B. Inpatient: Describe how you met competencies DI
2.12 and DI 2.14 while working with your case
study patient.
5
DI 2.12 Demonstrate professional attributes such as advocacy, customer focus, risk taking, critical
thinking, flexibility, time management, work prioritization and work ethic within various organizational
cultures.
DI 2.14 Demonstrate assertiveness and negotiation skills while respecting life experiences, cultural
diversity and educational background
VI. References
A. Use of at least 10 current research journal articles
from peer-reviewed journals (within past 5-10
years) which directly relate to subject’s case.
B. A copy of each article is available at the case study
presentation for questions and answers.
C. Use of ADA format for referencing .
D. Websites aren’t included in the 10 reference
requirement.
E. Quality of your references (i.e. use of research
articles).
F. Textbooks aren’t used in the 10 reference
requirement.
G. Evidence Analysis Library isn’t used in the 10
reference requirement.
H. Separate bibliography of references provided to the
audience.
I. Citation in the slides correlates with the reference
numbers listed in the reference list.
J. No bibliography bluffing.
10
VII. Format Guidelines
A. Power point used to present the presentation.
B. Presentation is ~ 45 minutes with an additional 15
minutes for questions and answers.
C. Minimum of 24 point font on all slides—tables
might be an exception to this rule.
D. Familiar with the content of the presentation –
NOT reading word for word from the slides.
E. Limit of 50 slides
5
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VIII. Avoidance of Common Mistakes:
A. Spending too little time discussing nutrition (this
is what your audience is there to hear about!)
B. Reading word for word from your slides vs.
discussing the information
C. Not relating the content of the presentation to
what the RD does in practice
D. Too many words per slide
E. Not searching for (and discussing) national
nutrition recommendations and practice
guidelines (especially ones that are evidence
based).
5
Total Points Earned:
Comments:
Signature:
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100
APPENDIX D: WELLNESS PRESENTATION GRADE REPORT
Measure Description:
Interns are required to provide a consumer wellness presentation to a group of employees, students or
other non-patient population. The project requires the intern to “develop and deliver products,
programs or services that promote consumer health, wellness and lifestyle management merging
consumer desire for taste, convenience and economy with nutrition, food safety and health messages
and interventions”. This project demonstrates the intern’s achievement of the “clinical and customer
service” student learning outcome.
Factors that affect the collected data:
The intern’s comfort with delivering presentations to groups will potentially affect the collected data.
How to interpret the data:
This evaluation tool will provide the course instructor with guidelines for evaluating student
performance on this activity. The purpose of this assignment and evaluation tool is to determine if
students are meeting the program outcome on the “clinical and customer service”. Individual students
can be assessed using this evaluation form and the progress of the entire class can be evaluated
collectively as well. The results can assist the course instructor with making modifications to this
course.
As for the competency level it is expected that students would be competent at these individual score
levels which are derived from this assignment evaluation:
5 (Very Good)
4 (Good)
3 (Fair)
2 (Poor)
1 (Failed)
= Covered all elements well
= Minor improvements needed
= Some major things missing
= Very, very weak; more practice needed
= Failed element or information not included in presentation
The overall grade for this assignment will be determined as follows:
 90-100 points = A
 80-89 points = B
 70-79 points = C
 60-69 points = D
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WELLNESS PRESENTATION GRADE REPORT
INTERN:___________________________________________
ROTATION:___________________
DIETITIAN: _____________________________________________
DATE OF EVALUATION: ____________
Use the scale below to evaluate the intern. Check the appropriate response for each of the following criterion.
5 (Very Good)
4 (Good)
3 (Fair)
2 (Poor)
1 (Failed)
= Covered all elements well
= Minor improvements needed
= Some major things missing
= Very, very weak; more practice needed
= Failed element or information not included in presentation
OVERALL EVALUATION OF THE DIETETIC INTERN
CRITERIA
5
4
3
2
Prepares in advance for presentation:

Topic is appropriate for group

Room and equipment arranged appropriately
Setting:

Introduces self, thanks for the opportunity to present

Explains the topic and plan for the lesson

Creates a positive climate
Content:
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October 2011
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1
COMMENTS
CRITERIA
5
4
3
2

Relevant aspects of topic are presented

Organized and logical sequence

Appropriate level of difficulty for audience

Right amount of content for time allotted

Gave useful examples

Used visuals/handouts effectively
Audience Participation

Asked questions to check for understanding & allowed time
for responses

Incorporated audience into presentation
Closure:

Answered questions appropriately

Thanked audience for attention & attendance
Presentation:

Looked professional

Self-confident & at ease
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October 2011
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1
COMMENTS

Maintained eye contact

Avoided reading
CRITERIA
5
4
3
2

Stayed within allotted time—not too short and not too long
INTERN’S OVERALL SCORE
/100
ADDITIONAL COMMENTS:
What did you feel were the intern’s greatest strengths?
What suggestions or recommendations for improvement can you provide at this time?
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October 2011
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1
COMMENTS
APPENDIX E: MANAGEMENT CAPSTONE PROJECT EVALUATION
Measure Description:
The interns complete a hospital foodservice rotation as an introduction to their clinical rotation. This is
done to help them understand the flow of the foodservice and clinical dietetic services in their assigned
hospital rotation site. In order to better understand these services, interns collect answers to a series of
evaluative questions from the hospital foodservice employees and write a paper providing
recommendations for change or improvements to the operation based on current management
literature. This assignment demonstrates intern achievement of the “practice management and use of
resources” student learning outcome.
Factors that affect the collected data:
If the students didn’t have much practice in their undergraduate program with literature searching or
writing that could impact their performance in this learning activity.
How to interpret the data:
This evaluation tool will provide the course instructor with guidelines for evaluating student
performance on this activity. The purpose of this assignment and evaluation tool is to determine if
students are meeting the program outcome on the “practice management and use of resources”.
Individual students can be assessed using this evaluation form and the progress of the entire class can
be evaluated collectively as well. The results can assist the course instructor with making
modifications to this course.
As for the competency level it is expected that students would be competent at these score levels which
are derived from this assignment evaluation:




90-100 points = 90-100%
80-89 points = 80-89%
70-79 points = 70-79%
60-69 points = 55-69%
Excellent
Good
Adequate
Poor
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October 2011
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UAA Dietetic Internship
Management Capstone Project Evaluation
Intern:
Date:
Score:
/100

How did the intern’s performance on this project demonstrate their ability to analyze
and evaluate a foodservice operation?

Did the intern list areas for improvement and offer meaningful suggestions for change
or improvement based on Systems Theory?

Were management articles used to provide support for recommended changes?

Which of the following aspects of foodservice operations were covered in the paper (all
are required)?
o
o
o
o
o
o
o
o
o
o
Food delivery system
Human resource management issues
Cost-effectiveness of MNT/nutrition care
Facility management and equipment layout
Safety and sanitation
QI processes
Purchasing, delivery, distribution services
Role of the RD in Foodservice
Marketing
Sustainability

Did this project satisfy fulfillment of the following competencies:
o Demonstrate initiative by proactively developing solutions to problems (DI 2.8)
o To demonstrate and promote responsible use of resources including
employees, money, time, water, energy, food and disposable goods (DI 3.3)
o To apply systems theory and a process approach to make decisions and
maximize outcomes (DI 4.3).

Comments:
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October 2011
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APPENDIX F: RURAL ROTATION CAPSTONE PROJECT EVALUATION
Measure Description:
Interns complete a three-week rural rotation (Bethel, Nome, Barrow, etc.) as an introduction to the
program and the concentration area of the program: Alaska Native culture and the Alaska healthcare
delivery system. At the conclusion of the three-week rural rotation, interns are responsible for
demonstrating to their preceptor, internship coordinator and preceptor council their newly gained
knowledge within the concentration area of the UAA Dietetic Internship through an oral report
addressing specific aspects of their rural rotation. This assignment demonstrates intern achievement
of the “Alaska Native Culture and the Alaska healthcare delivery system” student learning outcome.
Factors that affect the collected data:
The intern’s comfort with delivering presentations to groups will potentially affect the collected data.
How to interpret the data:
This evaluation tool will provide the course instructor with guidelines for evaluating student
performance on this activity. The purpose of this assignment and evaluation tool is to determine if
students are meeting the program outcome on the concentration area. Individual students can be
assessed using this evaluation form and the progress of the entire class can be evaluated collectively as
well. The results can assist the course instructor with making modifications to this course.
As for the competency level it is expected that students would be competent at these score levels which
are derived from this assignment evaluation:




90-100 points = 90-100%
80-89 points = 80-89%
70-79 points = 70-79%
60-69 points = 55-69%
Excellent
Good
Adequate
Poor
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October 2011
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Rural Rotation Capstone Project Evaluation
Rural Rotation Capstone Project
At the conclusion of the three-week rural rotation, interns will be responsible for demonstrating to their preceptor, Program
coordinator and preceptor council their newly gained knowledge within the special emphasis area of the UAA Dietetic
Internship, “Alaska Native Culture and the Alaska Healthcare Delivery System.”
Project guidelines:
-Oral presentation of up to 30 minutes in length
-Interns can create a story board or use a power point presentation (maximum 10 slides) to describe their experiences in
their rotations.
-The format of the presentation can be tailored to the presentation style preferences of the intern
-Share the patient education material(s) created during the rotation
-Focus of presentation:
a. Alaska Native Culture
*Report on two (2) Alaska Native teaching tools that you learned about at your rotation. How will these help you in
future rotations and RD practice?
*What have you learned that will help you provide excellent dietetics care for Alaska Native clients?
b. Alaska Healthcare Delivery System
*What is unique to healthcare practice in Alaska? What issues do healthcare practitioners face in Alaska?
-Provide the presentation at the end of the rotation as well as at the first intern seminar class when back in Anchorage.
Intern Name:
Possible Points: 100
Date:
Total Points Earned:
Intern is well prepared for presentation. (10 points)
Intern displays professional presentation skills (i.e. freedom of unpleasant mannerisms,
appropriate visual aids). (10 points).
Presentation displays increased knowledge of Alaska Native Culture. (40 points)
Presentation displays increased knowledge of the Alaska Healthcare Delivery System. (40
points)
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