Developing National Conceptual Understanding to Describe Entry-to-Practice Dietetics Competence.

OBJECTIVE: Develop consensus on entrustable professional activities (EPAs) and milestones for students, practice educators, and academics that need shared understanding to assess entry-level competence in dietetics. DESIGN: An iterative, pragmatic, 3 key-phase approach involving workshops, a consensus survey with job description and consultation. SETTING: Australia. PARTICIPANTS: A total of 58 academics and 43 practitioners with expertise in competency-based assessment in dietetics were purposefully selected to participate in 4 national workshops. Of those selected, 36 completed a survey that sought consensus on the EPAs and milestones drafted at the workshops (36% response rate). PHENOMENON OF INTEREST: Support for competency-based assessment. ANALYSIS: Level of agreement on the survey was set at ≥70%. These comments were triangulated with content analysis from 98 entry-level job descriptions. RESULTS: Consensus on 4 key tasks of the profession with associated descriptions of the level of performance were included to implement a nutrition intervention; facilitate a food, nutrition, and/or lifestyle conversation; perform professional activities and projects; and work as part of a team. CONCLUSIONS AND IMPLICATIONS: Identification of the key minimum tasks of a dietitian upon entry-to-practice, together with developmental descriptors of performance, provides clarity in the expected progression and end point of assessment. This resource will support competency-based assessment decisions. The international transferability of this warrants further investigation.

Exploring perceptions, barriers and use of systematic reviews amongst nutrition professionals and nutrition students.

AIM: Systematic reviews (SRs) are a core component of evidence-based practice and are widely used in developing nutrition policy. This study aimed to examine nutrition professionals and students' perceptions, barriers and use of SRs. A secondary aim was to examine confidence using and conducting SRs. METHODS: A self-administered online survey was developed, pilot-tested and implemented via SurveyMonkey. The survey consisted of 29 items separated into demographics, perceptions, use, and knowledge of SRs, confidence in using and conducting SRs, and barriers to use and conduct of SRs. The survey was disseminated via professional newsletters and social media. RESULTS: Ninety-four nutrition professionals/students completed the survey. Survey results indicated respondents valued SRs, with SRs used most commonly to update knowledge. While most respondents (67%) were confident in using SRs, many (59%) expressed a lack of confidence in conducting a SR. In particular, few respondents (12%) reported confidence in conducting meta-analyses. The majority of respondents were aware that SRs underpinned guidelines and nutrition resources, however, few (21%) respondents identified that self-substantiation of health claims were based on SRs. Time, access to scientific database, lack of workplace support and confidence were the main barriers to SRs use. CONCLUSIONS: SRs were reported as being valued by nutrition professionals and students, though time constraints, a lack of confidence and organisations which did not prioritise research were barriers to conducting SRs. The findings of this survey highlight a need for training and education as potential strategies to promote SR engagement in nutrition professionals and students.

American Society for Parenteral and Enteral Nutrition and Academy of Nutrition and Dietetics: Revised 2014 Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (Competent, Proficient, and Expert) in Nutrition Support.

This 2014 revision of the Standards of Practice (SOP) and Standards of Professional Performance (SOPP) for Registered Dietitians Nutritionists (RDNs) in Nutrition Support represents an update of the 2007 Standards composed by content experts of the American Society for Parenteral and Enteral Nutrition and the Academy of Nutrition and Dietetics. The revision is based upon the Revised 2012 SOP in Nutrition Care and SOPP for RDs, which incorporates the Nutrition Care Process and the six domains of professionalism: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. These SOP and SOPP are designed to promote the provision of safe, effective, and efficient nutrition support services, facilitate evidence-based practice, and serve as a professional evaluation resource for RDNs who specialize or wish to specialize in nutrition support therapy. These standards should be applied in all patient/client care settings in which RDNs in nutrition support provide care. These settings include, but are not limited to, acute care, ambulatory/outpatient care, and home and alternate site care. The standards highlight the value of the nutrition support RDN's roles in quality management, regulatory compliance, research, teaching, consulting, and writing for peer-reviewed professional publications. The standards assist the RDN in nutrition support to distinguish his or her level of practice (competent, proficient, or expert) and would guide the RDN in creating a personal development plan to achieve increasing levels of knowledge, skill, and ability in nutrition support practice.

Formação do nutricionista atuante no Programa Nacional de Alimentação Escolar / Dietitians' training in the National School Feeding Program

The purpose of this research was to investigate the educational demands of dietitians engaged in the National School Feeding Program (NSFP) and to characterize the profile, career trajectory and improvement demands of these professionals, as well as the daily facilities and difficulties of the program. Data collection was carried out through a semi-structured questionnaire. Descriptive statistics and analysis of open questions were performed. The research comprised 246 dietitians - 98.4% of whom were female. Most participants (76.3%) concluded the course 10 years ago, that is, subsequent to the National Curriculum Guidelines (NCG). Contents related to NSFP were part of the undergraduate program of these dietitians, but insufficient for most of them. Thus, 31% of the nutritionists surveyed underwent further training courses to work in the NSFP. The most cited characteristics required to engage the program were technical knowledge, creativity, teamwork and dynamism. The facilities to work in the program were related to administrative aspects, while the difficulties included technical aspects. Training demands included the elaboration of nutritionally adequate menus and costs, greater participation in the nutrition educational processes, bidding, and improvement for all the professionals involved in school feeding, promoting exchanges of experiences, professional value, and raising managers' awareness regarding the importance of the Program. The divergence of content and pedagogical models during training may limit the expansion of the professional integration desired for dietitians, requiring curricular re-equalization concerning the current policies.

Este trabajo tuvo por objetivos investigar las demandas de formación profesional del nutricionista que actúa en el Programa de Alimentación Escolar (PAE), caracterizar su perfil profesional, su trayectoria y las facilidades y dificultades del Programa. La recolección de datos se realizó por medio de cuestionario semi-estructurado. Se realizó tratamiento estadístico descriptivo de los datos y análisis de las preguntas abiertas. La investigación contó con la participación de 246 nutricionistas, siendo 98,4% de sexo femenino. La mayoría (76,3%) había terminado su carrera hacía 10 años, es decir, posteriormente a las Directrices Curriculares Nacionales (DCN). Para la mayoría de los nutricionistas, los contenidos relacionados al PAE constaron en el currículo de grado de forma insuficiente. Por lo tanto, 31% tuvieron que realizar cursos específicos en esa área. Las características más citadas como necesarias para actuación en el programa fueron: conocimiento técnico, creatividad, trabajo en equipo y dinamismo. Las facilidades de los nutricionistas para actuar en el Programa se refirieron a aspectos administrativos, mientras que las dificultades incluyeron aspectos técnicos. Las demandas de formación contemplaron la elaboración de menús adecuados tanto nutricionalmente como en costo, una mayor participación en los procesos de educación nutricional y licitatorios, y la capacitación de todos los profesionales involucrados en el proceso de alimentación escolar, promoviendo intercambio de experiencias, valorización del nutricionista y sensibilización de los gestores con relación a la importancia del Programa. La brecha entre los contenidos y los modelos pedagógicos durante la formación puede limitar la ampliación de la inserción profesional deseada por el nutricionista requiriendo readecuaciones curriculares en función de las actuales políticas.

Este trabalho objetivou investigar as demandas de formação do nutricionista atuante no Programa de Alimentação Escolar (PNAE), caracterizar seu perfil profissional, trajetória de formação, demandas de aprimoramento e facilidades e dificuldades do cotidiano do Programa. Realizou-se a coleta de dados por meio de questionário semiestruturado. Utilizou-se tratamento estatístico descritivo dos dados e análise das questões abertas. A pesquisa contou com a participação de 246 nutricionistas, sendo 98,4% do sexo feminino. A maioria (76,3%) concluiu o curso há 10 anos, ou seja, posteriormente às Diretrizes Curriculares Nacionais (DCN). Conteúdos referentes ao PNAE fizeram parte da graduação dos nutricionistas, porém, de forma insuficiente para a maioria deles. Com isso, 31% deles realizaram cursos de aperfeiçoamento para atuar no PNAE. As características necessárias, mais citadas, para atuação no programa foram: conhecimento técnico, criatividade, trabalho em equipe e dinamicidade. As facilidades dos nutricionistas para atuar no Programa referiam-se a aspectos administrativos, enquanto as dificuldades incluíam aspectos técnicos. As demandas de formação abrangeram a elaboração de cardápios adequados nutricionalmente e ao custo, maior participação nos processos de educação nutricional, licitatórios e em aprimoramentos com todos os profissionais envolvidos no processo da alimentação escolar, promovendo trocas de experiências, valorização do nutricionista e sensibilização dos gestores para a importância do Programa. O descompasso dos conteúdos e modelos pedagógicos durante a formação pode limitar a ampliação da inserção profissional almejada para o nutricionista, requerendo readequações curriculares em função das atuais políticas.