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Practice Education Project:
Innovative approaches for
Dietetics
Rosanna Hudson
Policy Officer, Education
April 5th 2017
Dietetics is changing……
• Statement of fact
• Profession must adapt
• Education:
– Loss of bursaries / fee paying
– Student as consumer – broader experience
– Apprenticeships – loss of acute student
placements
– New providers in the market
Education Policy
Bursaries /
Student Loans
HEFCE Funding
Decisions
Quality
Assurance
Agency:
Dietetic
Benchmark
Statement
Quality
Assurance
Agency: External
Examiners
Calibration Project
Health Education England
• Strategic overview
• Workforce planning
• Primary Care
• Cancer services
• MSK
• Apprenticeships
• Advanced Practice
Brexit and the
HE Sector
Gender
imbalance in
dietetics
(work with
AfN)
Higher Education
and Research Bill
• Office for Students
• Quality Body: ?
QAA
Dietetics is changing……
Dietetic Practice
• NHS services moving from acute to community
• New models of care via STPs
• GP practices adopting MDT approach
• Greater dietetic roles in non healthcare sectors:
– Industry
– Public Health policy
– Freelance
– Social care (integrated care)
– Food industry
– Sports
– And many more!
Placements should
reflect ‘breadth and
diversity of the working
environment of entry-
level dietitians’
BDA Curriculum
Framework 2013
BDA Practice Education Project - Premise
• Future proofing the profession
– Reflect employment opportunities and sectors
– Raise the profile of dietetics within new sectors
– Encourage students to consider ‘hard to recruit to’ specialisms
– Encouraging the profession to support student training
• Changing mind-sets
– Recognition of transferable skills and experiences
– Demonstrate learning outcomes in a variety of ways
• Managing capacity
– NHS staffing pressures / Placement shortages
– Challenge sole use of traditional one to one models
– Raising profile of dietetics / inter-professional learning
environment & MDTs
BDA’s position – Five guiding principlesGuidance Document
1. Responsibility of ALL to support training
2. Collaboration between BDA, Higher Education
and dietetic sectors
3. Must be adequately resourced (staffing)
4. Responsibility of profession to innovate
5. Must prepare students for dietetic profession
of the future
Guidance conclusions
• To promote, develop, disseminate opportunities
in:
– Innovative teaching approaches
– Peer assisted learning
– Simulation
• Exploration of non-traditional dietetic sectors, eg:
– Public health
– Industry
– Third sector
– Dietetic specialism
– Social care ….etc.
How can it work in practice?
Non-acute placements
• Transferable skills (presentation, communication, media,
policy, team working, service user focus)
• Frees up time for clinical skills (acute)
• Broad experience of power / scope of dietetics
• Long-arm placements / short chunks of time
• Frees up NHS capacity
• Tri-party arrangement: University, NHS Trust & new
placement provider
Acute sector (specialist areas of practice)
– Significant proportion of placement time
– Clinical learning outcomes can be met
Dietitians……
Be Brave! It can be done……
I have the evidence to prove
the case……..
Urray House Care Home:
Robert Gordon University
• Trailblazing – first of its kind. Pilot ‘championed’ by NHS
Education for Scotland (NES)
• Hinged on strong partnership working between University,
Care Home
• Scoping exercise to gauge whether suitable environment /
opportunity plus halfway review by partnership team
• Timetabled one day a week
• Opposition: Changing ‘hearts and minds’
• Specific activities Undertaken
Diabetes UK: London
Metropolitan University
• Third Sector / Not for Profit: London Office
• 7 days of a 14 week Placement Three: one day
a week for first 7 weeks
• Pre-placement planning required by all
• interact with staff and clients (public and
healthcare workers)
• Evaluation +ve, logistics to be tweaked
East London Food Access
Project: Kings College
London
http://www.elfaweb.org.uk/
• Project began 2002 / first dietetic students 2012
• 2-3 students per rotation, 3 week public health placement (final year)
• Focuses on chronic food poverty and providing access for those on low
incomes to affordable fruit and vegetables: funded by Public Health
Hackney
• Activities: food co-operative stalls, budgeting and cooking classes, one
to one nutrition advice, delivery service to isolated seniors, collaborative
buying group
• Qualitative and quantitative evaluation of projects.
• Issue of flexibility and impact on student projects
Specialist Paediatric Placement:
University of Plymouth
• Bristol Children’s Hospital
• C Placement: five day week
for two weeks / B Placement:
five day week for six weeks
“The paediatric team in particular
really made me feel valued and
provided the right balance of
support to improve my confidence
but at the same time challenged
me, developing my dietetic practice.
Having such a range of experiences
in specialist areas allowed me to
gain a far greater appreciation of
how varied the role of a dietitian is
and really inspired me in my career
choice.”
• Focus on basic dietetic care process – meeting
learning outcomes
• Student placed within a specialist team within
department: Renal, Diabetes, Neurology etc
Specialist Mental Health Placement:
Leeds Beckett University
• Tees, Esk and Wear Valley NHS
Foundation Trust (TEWV)
• 3 x A placement / 4 x B Placement
Students
– A placements- 3 weeks within TEWV
– B placement- 6-7 weeks with TEWV
and 6-7 weeks in local acute &
community
• verbal, nonverbal, written and
pictorial communication skills.
Behaviour change skills.
Understanding service user’s
perspectives
‘Having an underlying
knowledge of mental
health conditions
allowed me to
understand the
challenges patients
face and the barriers
which would prevent
them from changing
their lifestyle. ‘
‘it provided me with a
unique set of skills
which I now have for
life.’
BDA Student Placements
Infographics
Interviews with Professional
Practice Board
Sue Perry
Steve Grayston +
Andy Burman (CEO)
City Centre
Shopping Task
Conferences
Creating patient
resources
Other BDA Practice
Education Work
Any Questions or concerns?
Rosanna Hudson, BDA Education
Policy Officer
Fiona Moor, Professional Lead for
Dietetics, Royal Derby Hospital
Chair of BDA Education Board
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