Students' Perceptions of Their Student-Operated Restaurant Experience: A Qualitative Study.

As there is a rapid increase in the consumption of food outside the home, it is essential that future foodservice managers are well prepared for their critical role in menu creation and nutrition care planning in a variety of foodservice establishments. Student-operated restaurants (SORs) are one method of experiential learning used to educate future foodservice managers. This study aimed to explore the students' perceptions of their SOR experience and the extent to which nutrition concepts were incorporated in their program. This is a research area that has not been explored previously. For this study, a total of eighteen students from four universities were recruited via email to participate in interviews. Results from the qualitative thematic analysis of interview data revealed the following three overarching themes related to students' SOR experience: (1) Interpersonal Relationships and Mentoring, (2) Assessment of Immediate Experience, and (3) Moving Forward, Added Value, and Growth. Regarding nutrition, while some students felt that nutrition principles were effectively addressed during their SOR experience, other students acknowledged a lack of nutritional emphasis in their SOR and expressed a desire for a greater application of the nutritional principles learned in other classes. The SOR experience described by students was rich as they developed a variety of relationships and skills.

Current Dietetic Internship Admission Criteria and Selection Processes: Results From an Electronic Survey of Directors.

BACKGROUND: Members of the dietetics profession have been discussing and confronting the lack of diversity within the profession. The Academy of Nutrition and Dietetics is committed to diversity and inclusion efforts. OBJECTIVE: Our aim was to determine current admission criteria and practices used by Dietetic Internships (DIs) across the United States. DESIGN: This was a cross-sectional study using electronic survey with open and close-ended items conducted in the fall of 2020. PARTICIPANTS: The electronic survey was distributed to 261 DI directors. Statistical analysis performed Descriptive statistics were calculated for each variable using SPSS software. Six topically related open-ended items were analyzed through a qualitative thematic approach. RESULTS: DI directors (n = 89) were primarily female (n = 76) and White (n = 77). Most admissions process and criteria decisions were made by committees. Directors (n = 79) reported using a predefined rubric/scoring system for candidate evaluation. Many (n = 60) indicated not using Graduate Record Examination scores. All reported considering Didactic Program in Dietetics' grade point average; personal statement quality; professional interests and goals; and type and quantity of previous dietetics-related work and volunteer experience. The admission factors rated (on a 7-point scale) most important were quality of interview (mean = 6.03), Didactic Program in Dietetics' grade point average (mean = 5.67), type of work and volunteer experience (mean = 5.62), quality of personal statement (mean = 5.5), recommender comments (mean = 5.41), and quantity of work and volunteer experience (mean = 5.40). Most (n = 80) indicated that they were satisfied with their selection processes. CONCLUSIONS: Educators should continue refining admissions processes as professional gatekeepers, consider reducing application fees, diversifying and training selection committees, re-evaluating admission criteria, and assessing how criteria weights.

Content Analysis of Websites of Didactic Programs in Dietetics for Evidence of Diversity, Equity, and Inclusion.

OBJECTIVE: To examine websites of didactic programs in dietetics (DPD) for diversity, equity, and inclusion (DEI)-related language and to assess perceived gender and ethnic/racial representation in images. METHODS: We conducted a content analysis on the first 6 website images and 3-elements of DPD (n = 212) websites (mission statement, goals and objectives, and the immediate landing page). Descriptive statistics and a website DEI score were calculated. RESULTS: Equity and inclusion-related terms appeared on < 5% of websites. Diversity and culture-related terms appeared on about one-third of websites. On average, researchers perceived 28.45% of people in website images as non-White, and 20.11% as non-female. Most websites received low DEI scores. CONCLUSIONS AND IMPLICATIONS: The DPD websites had a limited representation of DEI-related terms and image representation of individuals perceived to be non-female and non-White. Leaders of DPDs may consider displaying and describing the program's commitment to DEI on the website for potential students.

Preparing Future Foodservice Managers: Operational and Educational Characteristics of Student-Operated Restaurants.

OBJECTIVE: To study operational, management, and educational experiences of student-operated restaurants (SOR) through the perspective of SOR managers across the US. METHODS: Qualitative semistructured interviews were conducted with 19 SOR managers. Qualitative case study procedures were used for analysis. RESULTS: Three themes emerged: (1) objectives and processes in SORs, (2) support received by SORs, and (3) individual experiences in SORs. Within these themes, participants described various methods and designs used to operate SORs. However, participants ultimately perceived that SORs were successful in helping students gain foodservice management skills and be better prepared to be future foodservice managers. CONCLUSIONS AND IMPLICATIONS: Foodservice managers can connect nutrition principles to practice for consumers. Strong foodservice education through SORs can play a role in students being more competent and prepared for foodservice management careers. Findings provide ideas for foodservice educators as they initiate or refine the use of SORs.

School Nutrition Professionals' Experiences with Food Safety and Special Diets in School Meals during the Initial COVID-19 Pandemic.

ABSTRACT: Federally funded school meals, such as the National School Lunch Program and School Breakfast Program, can help alleviate food insecurity. Meals served as part of these programs are required by law to be modified when medically necessary, such as food allergies and special diets. The coronavirus disease 2019 (COVID-19) pandemic caused many schools across the United States to close, but schools quickly modified meal-serving models. The purpose of this study was to understand the experiences of school nutrition professionals relative to food safety and providing special diets through modified serving models. A survey was distributed to a convenience sample of child nutrition professionals via social media recruitment and e-mails (n = 504). The survey had both closed-ended questions and one open-ended question exploring food safety and special diet accommodations. At the time of the survey, most respondents (68.3%) had been involved in COVID-19 emergency feeding for 3 to 4 weeks. Results indicated that although most child nutrition professionals did not find food safety easier or more difficult during the initial onset of COVID-19, 34.8% of respondents were not taking food temperatures for hot and cold meals during meal service and were not able to obtain (or did not have enough) equipment necessary for holding hot foods (53.0%). Most respondents (60.2%) also indicated that they were not accommodating children with special diets. Themes from the qualitative analysis indicated participants had challenges obtaining specialty items, had little time to make accommodations, or had a limited supply from vendors to accommodate these diets. To prevent food insecurity and to maintain health during the pandemic, specific solutions for at-risk populations, such as those who experience food allergies, must be considered.

Disaster Management and School Nutrition: A Qualitative Study of Emergency Feeding During the COVID-19 Pandemic.

BACKGROUND: School nutrition programs mitigate child food insecurity across the United States. With the onset of the coronavirus disease 2019 (COVID-19) pandemic, kindergarten through grade 12 physical school campuses closed, which led to those programs transitioning to emergency feeding. The Sendai Framework for Disaster Risk Reduction has 4 action priorities that guided the assessment of school nutrition employees' emergency response during the COVID-19 pandemic. OBJECTIVE: Our aim was to explore the experience of school nutrition employees as they provided emergency feeding services during the COVID-19 pandemic and evaluate their actions based on the Sendai Framework for Disaster Risk Reduction . DESIGN: A qualitative study with semi-structured interviews (n = 34) was conducted via videoconferencing software. A purposive sample of school nutrition employees across all 7 US Department of Agriculture regions who were involved in the COVID-19 emergency feeding response participated during April and May 2020. PARTICIPANTS/SETTING: School nutrition employees were selected randomly for participation from those indicating willingness to be interviewed during their participation in a related survey. Recruitment continued until all 7 US Department of Agriculture regions were represented. Participants held various roles, ranging from state agency leaders to front-line supervisors, although most were district-level directors or assistant directors. ANALYSIS: Data were analyzed using a phenomenological qualitative analytic approach. RESULTS: Four themes emerged. First, participants described the progression of the initial shock associated with the pandemic and service disruption, the flexibility they practiced, and the development of new routines. Second, keeping people (children, coworkers, and the community) safe was highlighted. The next theme captured participants' feeling that they came "out of the shadows" as communities and stakeholders recognized their important contribution to children's food security. Finally, they shared insight on communication and accountability during the emergency feeding response. CONCLUSIONS: These programs demonstrated flexibility, resilience, and commitment to children during this crisis. As the pandemic continues and future disasters are considered, school nutrition programs and leaders can use the Sendai Framework for Disaster Risk Reduction's "build back better" concept to refine disaster preparedness plans and advocate for changes that will continue to combat child food insecurity in the United States.

Patient-centered care: Dietitians' perspectives and experiences.

OBJECTIVE: To (1) explore RDNs' descriptions of patient-centered care (PCC), (2) measure Registered Dietitian Nutritionists' (RDNs) preferences for PCC and (3) identify factors that affect RDNs' PCC preferences. METHODS: A survey instrument including two open-ended items exploring RDN descriptions of and experiences with PCC, the Patient-Practitioner Orientation Scale (PPOS), and various factors that could influence PCC (e.g., work intensification, work engagement, and work/demographic characteristics) was expert reviewed, pilot tested, and distributed electronically to 4697 RDNs. A regression analysis was conducted, and two open-ended items were qualitatively analyzed. RESULTS: Three themes emerged when RDNs described PCC (n = 375): dietitian/patient relationship (95.7%), organizational influence (64.4%), and interprofessional teams (26.3%). RDNs (n = 318) scored 4.60/6 on the PPOS. Higher levels of work engagement were predictive of higher PPOS scores, and heavier workloads were predictive of lower PPOS scores (p < 0.05). Primary work position also influenced PPOS scores (p<0.05). CONCLUSION: RDNs have varying personal definitions of and experiences with PCC, however there are common themes. RDNs generally prefer PCC and score moderately high on the PPOS. PRACTICE IMPLICATIONS: To strengthen preferences for PCC, managers should create manageable workloads and prioritize work engagement. Continued emphasis on interprofessional collaboration with and organizational promotion of RDNs could improve PCC.

Foodservice Management Educators' Perspectives on Nutrition and Menu Planning in Student-Operated Restaurants.

OBJECTIVE: Explore how student-operated restaurant (SOR) managers consider and apply nutrition principles and menu planning in SORs. DESIGN: Nineteen SOR managers in the US were recruited to complete an online survey and participate in a 30-60-minute interview. Interviews were conducted via video conference and explored the menu and nutritional characteristics of the SOR at each facility. SETTING: SORs across the US. PARTICIPANTS: Managers of SORs. PHENOMENON OF INTEREST: Menu and nutrition characteristics and their use in SORs. ANALYSIS: Demographic data were analyzed using SPSS. Thematic analysis was conducted using NVivo software. RESULTS: Thematic analysis revealed nutrition in practice, nutrition philosophy, and menu planning as the 3 major themes. Nutrition in practice captured the role of nutrition in menu planning, special diets, and healthy options. Nutrition philosophy subthemes explored issues such as the purpose of the SOR experience and instructor perspective on nutrition. Menu planning subthemes addressed issues regarding the menu development process, including menu planning that was student-driven and faculty-driven. CONCLUSIONS AND APPLICATIONS: Approaches to menu planning had varying degrees of student involvement. Although nutrition was stated as a consideration in menu planning, most programs did not include formalized nutrition criteria as part of the SOR curriculum.

How work and family caregiving responsibilities interplay and affect registered dietitian nutritionists and their work: A national survey.

Healthcare professionals provide paid care at work and potentially have caregiving responsibilities outside of work; work responsibilities in addition to child and/or elder care is considered double- or triple-duty care. Employees may experience conflict and/or enrichment as their work and family responsibilities interface. This study's purpose is to explore the work and family interface of Registered Dietitian Nutritionists (RDNs), determine the prevalence of work-family conflict and enrichment, and identify characteristics associated with higher work-family conflict and enrichment scores. A survey instrument assessing caregiving responsibilities and work-family conflict and enrichment was distributed electronically to 4,900 RDNs throughout the United States. Frequencies, means, correlative relationships, and ANCOVA were calculated using SAS software 9.04. Of 1,233 usable responses, nearly two-thirds of RDNs (65.5%) reported providing either double-duty or triple-duty care. About half of RDNs (47.2%) reported work-family conflict and fewer (14.8%) reported family-work conflict. Additionally, most RDNs (79.4%) reported work-family enrichment and even more (85.2%) reported family-work enrichment. Higher work-family conflict scores had correlative relationships with higher levels of burnout, lower life satisfaction, and higher intent to quit. Higher work-family enrichment scores had correlative relationships with lower burnout, higher job satisfaction, higher career satisfaction, higher life satisfaction, and lower intent to quit. Understanding the unpaid caregiving responsibilities of RDNs and the interface of work/family responsibilities may provide insight into career planning for RDNs and guide managers of RDNs in efforts to amplify the contribution of RDNs.

School Nutrition Professionals' Employee Safety Experiences During the Onset of the COVID-19 Pandemic.

OBJECTIVE: To explore the real-time personal/employee safety experiences and perspectives of school nutrition professionals ranging from frontline staff to state leadership across the US as they responded to the initial weeks of the coronavirus pandemic. METHODS: A cross-sectional survey was administered electronically March 31-April 20, 2020, to school nutrition staff, managers, directors, and state agency personnel. Descriptive statistics were calculated, and a thematic analysis of an open-ended item was conducted. RESULTS: School nutrition professionals (n = 504) from 47 states responded. Most (86.6%) reported that ensuring employee safety was somewhat or much more difficult during the pandemic, and they were unaware of an emergency plan. Themes from open-ended responses regarding employee safety concerns included, exposure and transmission risk, processes, and personal concerns. CONCLUSIONS AND IMPLICATIONS: Attention to the safety and concerns of school nutrition employees is vital for continuation of these programs during this pandemic and for future emergency situations.

Prevalence of Depression, Anxiety, and Stress in Undergraduate Dietetics Students.

OBJECTIVE: To understand the mental health and stressors of current nutrition and dietetics students. DESIGN: Cross-sectional survey. PARTICIPANTS: A total of 611 current Didactic Program in Dietetics (DPD) students in the US were recruited through DPD program directors. METHODS: Electronic survey included measures of anxiety, stress, depression, and specific stressors. Data analysis included descriptive statistics, chi-square analysis, and qualitative thematic analysis. RESULTS: Most students experienced normal levels of depression, anxiety, and stress compared with the general population. A subset experienced some level of depression (30%), anxiety (40%), and stress (27%). Significant sources of stress were postgraduation plans (including internships), managing time, dietetics courses, finances, and self-imposed expectations. CONCLUSIONS AND IMPLICATIONS: The identification of a subset of DPD students experiencing symptoms of mental health challenges and recognition that there are common stressors among DPD students may increase awareness among educators, guide development of course policies, and highlight the importance of mitigating major sources of stress for students.

Teachers' Experience and Perspectives of Traditional Breakfast and Breakfast in the Classroom.

OBJECTIVE: To understand teachers' perceptions about Breakfast in the Classroom and traditional breakfast. DESIGN: An electronic survey was sent to teachers across the state of Utah. Teachers responded to an open-ended question exploring what they liked and/or disliked about Breakfast in the Classroom and traditional breakfast. SETTING: Schools across the state of Utah. PARTICIPANTS: Kindergarten through grade 12 teachers who were members of the Utah Education Association. PHENOMENON OF INTEREST: Teachers' opinions regarding Breakfast in the Classroom and traditional school breakfast ANALYSIS: Researchers independently coded all responses and then grouped codes into themes. Themes were reviewed recursively over time. RESULTS: The 3 overarching themes were food and nutrition, administration of school breakfast, and student outcomes. Aspects most commonly disliked were the nutrition or quality of food, the mess created, the time required, coordination and logistical issues, behavioral issues, and waste. Aspects most commonly liked were breakfast being available to all students, students being fed or not hungry, coordination and logistics, and student learning and academics. CONCLUSIONS AND IMPLICATIONS: Teachers liked and disliked aspects of Breakfast in the Classroom and traditional breakfast. Schools could potentially increase efforts to garner support and feedback from teachers to create buy-in and identify best practices. Future research could focus on identifying the effect that the School Breakfast Program model has on teachers' perceptions as well as confirming results with a larger and more diverse population.

Understanding Customers: The Jobs to Be Done Theory Applied in the Context of a Rural Food Pantry.

BACKGROUND: Food insecurity, and particularly rural food insecurity, has unique challenges associated with it. Understanding the customer or patron needs is increasingly important in resolving this national concern. The Jobs to Be Done Theory posits that when considering customers, it is beneficial to move past demographic profiling and focus on what the customer wants to accomplish by using a particular product or service. OBJECTIVE: This qualitative study aimed to determine customers' jobs to be done at a rural food pantry. In addition, it seeks to demonstrate the application of contemporary management theory to dietetics practice. DESIGN: A case study approach was used in this study. Case study data collection procedures included six male and six female food pantry patrons in Montana completing in-depth, audio-recorded interviews and surveys. Each person's interview and survey were constructed into individual case descriptions; the case descriptions were analyzed using uniform categories determined by researchers. To identify themes in the holistic case, word tables were created for each uniform category and assessed for key themes representing patrons' experiences. RESULTS: The key themes that emerged were the customer in context, customers' food relief needs, connecting with customers, and barriers to utilization. CONCLUSIONS: The application of Jobs to Be Done Theory to rural food pantry customers demonstrates that demographic segmentation does not capture the social, emotional, and functional dimensions for this sample. Investigation of customer experiences, circumstances, and obstacles is important for improving dietetics services.