[PPT]Standards of Professional Performance for …nutrvmg/n401/SOPPvmg.pptx · Web viewStandards of Professional Performance for Registered Dietitians in Education of Dietetics Practitioners

The 2008 Standards of Practice (SOP) in

Nutrition Care for the RD and DTRAND

Standards of Professional Performance

(SOPP) for the RD and DTR

Karla Kennedy-Hagan, DEP Area V Spring meeting 2008

ADA PowerPoint Presentation for SOP/SOPP training (http://www.eatright.org/) May 2008

ADA Quality Management Committee. ADA Revised 2008 Standards of Practice for RDs/DTRs in Nutrition Care; Standards of Professional Performance for RDs/DTRs, JADA Sept. 2008; 108(9): 1538-1542.

Sources of info

http://www.eatright.org/

Standards of Practice in Nutrition Care (SOP): 4 steps

Standards of Professional Performance (SOPP): 6 domains

Code of Ethics

ADA Scope of Dietetics Practice Framework=

Address patient/client care Apply to RDs/DTRs with patient contact Follow the 4 steps of the NCP:

1. Assessment2. Diagnosis3. Intervention4. Monitoring and evaluation

Standards of Practice in Nutrition Care (SOP)

Apply to RDs/DTRs in all practice settings Follow the 6 domains of pro behavior:

1. Provision of services2. Application of research3. Communication/application of

knowledge4. Use/management of resources5. Quality in practice6. Competence and accountability

Standards of Professional Performance (SOPP)

1) level of experiences and skills, proficiency varies among individuals

2) RD/DTR might not be competent to practice in all aspects of field

3) individual RD/DTR expected to practice only in area in which competent

4) RD/DTR should pursue additional education and experience to expand scope of own practice

Scope of practice framework

4 underlying assumptions

Complementary documents that together define a minimum level of competence

Roles of RD and DTR clarified in light of NCP; supervision of DTR by RD defined

(SOP)—describe competent level of practice

(SOPP)--describe a competent level of behavior in the professional role◦ Include indicators and outcomes

SOP/SOPP

equal in relevance and importance collection of focused outcome measures contain

◦definition◦rationale (describes intent of standard)◦indicator (measurable, quantifiable,

concrete action statements, identify level of performance, encourages and recognizes professional growth)

6 separate standards

Title Brief definition Rationale Indicators Examples of outcomes Examples of implementation

Anatomy of a Standard

GENERALIST—indicates that any RD/DTR practicing as EOP should be expected to be able to do—or if not able, then taking action to learn how/seek assistance.

SPECIALTY—requires deeper understanding of dietetics education, higher education pedagogy and practice; RD/DTR has ability to modify educational approach per situation

ADVANCED—requires more intuitive understanding of dietetics education, higher education pedagogy and practice; RD/DTR has range of skills and judgments acquired via education and practice

Level of practice for each indicator

Standards of Professional Performance for Registered

Dietitians in Education of Dietetics Practitioners

DEP AREA MEETINGS 2008

• Provides quality education and service based on client expectations and needs.

• RATIONALE: The Registered Dietitian in Education of Dietetics Practitioners provides, facilitates, and promotes quality services in the education setting based on client needs and expectations, current knowledge, and professional experience.

Standard 1Provision of Services

1.1 Creates and provides input into the development of appropriate curricula and educational methods to ensure that the educational process provides the exposure, experience and training necessary to meet the CADEc foundation knowledge and/or core competencies for entry level dietitians

Indicator

1.2 Ensures that students/interns are linked to food and nutrition professionals who will mentor them and further their knowledge in dietetics practice

1.3 Collaborates with clients to assess needs, background, and resources to establish mutual goals and learning outcomes

Indicator

1.4 Involves clients in decisions regarding the development, monitoring and reporting of learning outcomes

1.5 Recognizes diverse student/intern beliefs related to education: didactic and supervised practice experience

1.6 Collaborates and coordinates with other professionals as appropriate

Indicator

• 1.7 Applies knowledge and skills to determine the most appropriate action plan

• 1.8 Implements programs and

department policies and procedures consistent with evidenced-based methods, pertinent federal and state regulations and CADE standards and foundation knowledge and /or core competencies

Indicator

• 1.9 Fosters excellence and exhibits professionalism in practice

• 1.10 Continuously evaluates processes and outcomes of programs

• 1.11 Advocates for the profession of dietetics, dietetic education, and the provision of food and nutrition services as part of public policy

Indicator

Clients actively participate in establishing goals, objectives and learning outcomes

Clients' needs are met Clients are satisfied with education provided Evaluations reflect expected outcomes Appropriate systematic program review

processes are in place

EXAMPLES OF OUTCOMES

• Review existing services and methods• Survey clients to assess/evaluate knowledge and skill

levels, expectations, needs• Review education and dietetics based literature– Insure using current teaching/learning and

assessment/evaluation techniques– Incorporate new/updated dietetics knowledge (ie: protocol for

specific disease state; new food plan for WIC participants)• Implement identified changes– assess– evaluate– redesign

• Continue review and modifications

EXAMPLES OF IMPLEMENTATION May follow semester-based timeline

• Effectively applies, participates in or generates research to enhance education practice.

• RATIONALE: The Registered Dietitian in the Education of Dietetics Practitioners effectively applies, supports, and generates dietetics and education research; Encourages continuous quality improvement; and provides documentation to support of practice for the benefit of the client.

Standard 2 APPLICATION OF RESEARCH

• 2.1 Locates and reviews best available research findings for potential application to dietetics education

• 2.2 Bases dietetics education and practice on scientific principles and theories

• 2.3 Integrates best available research related to dietetics practice into didactic and supervised practice programs

2.4 Promotes research through alliances and collaboration with dietetics and other professionals from other colleges, universities, organizations and businesses

Indicator

2.5 Contributes to the development of new knowledge and research in dietetics education of practitioners

2.6 Collects measurable data and documents outcomes within the practice setting of dietetics education of practitioners

2.7 Shares research study activities and results through various media

Indicator

Client receives appropriate education based on the effective application of research

A foundation for performance measurement and improvement is established

Benchmarking and knowledge of “best practices” used to improve performance


• Apply research from scientific literature to course work, practicums, and new student research

• Utilize ADA’s Evidence Based Analysis Library• Instructor demonstrates and uses when introducing new

material• Student/intern incorporates into assignments,

supervised practice, and research• Number of DPD students accepted/not accepted in

internship programs—why or why not; document and report results with comparison pre/post intervention

• Number of DPD students/DI interns pass/not pass RD/DTR exam—why or why not; document and report results with comparison pre/post intervention

• Review of “scored” course evaluations; document and report results with comparison pre/post intervention


Effectively applies knowledge and communicates with others.

RATIONALE: The registered dietitian in education of dietetics practitioners works with and through others using unique knowledge of education, food, human nutrition, and management as well as skills to provide services.

Standard 3COMMUNICATION AND APPLICATION OF KNOWLEDGE

• 3.1 Has knowledge related to a specific area(s) of dietetics education

• 3.2 Communicates sound scientific principles, research, and theory

• 3.3 Integrates knowledge of food and human nutrition with knowledge of health, social sciences, communication, and management theory in the provision of education to the future dietetics practitioner

Indicator

3.4 Shares knowledge and information with clients using current, appropriate educational methods for the material and audience

3.5 Helps students/interns apply knowledge and skills using current, appropriate educational methods for the material and audience

Indicator

3.6 Documents interpretation of relevant information and results of communication with students/interns, preceptors, future employers

3.7 Contributes to the development of new knowledge

3.8 Seeks out information to provide effective services

3.9 Communicates, manages knowledge, and supports decision making using information technology

Indicator

Dietetics educator provides expertise in food, nutrition, and management information

Clients receive current and appropriate information and knowledge

Clients understand the information received

Clients know how to obtain additional information/guidance


Review curriculum, course descriptions, objectives at least annually

Plan for classes, guest lecturers, facility tours, practicum experiences

Schedule and coordinate nutrition courses provided to clients such as preceptors, future/existing graduate employers


Uses resources effectively and efficiently in education of dietetics practitioners.

RATIONALE: Appropriate use of time, money, facilities, and human resources facilitates delivery of quality educational programs and services.

Standard 4 UTILIZATION AND MANAGEMENT OF RESOURCES

4.1 Uses a systematic approach to maintain and manage professional resources successfully

4.2 Uses measurable resources such as personnel, monies, equipment, guidelines, protocols, reference materials, and time in the provision of dietetics education

Indicator

4.3 Analyzes safety, effectiveness, and cost in planning and delivering educational services and products

4.4 Justifies use of resources by documenting consistency with plan, continuous quality improvement, and desired student/intern learning outcomes

4.5 Educates and helps clients and others to identify and secure appropriate and available educational resources and services

Indicator

• Use of resources according to plan and budget is documented

• Resources and services are measured and data are used to validate and promote the effectiveness of services

• Desired outcomes are achieved and documented

• Resources are managed and used cost-effectively


• Identify possible resources, grants, etc in order to support research and teaching

• Encourage students/interns to use available resources and take advantage of opportunities to learn and practice new skills

• Encourage preceptors/mentors to use available resources and take advantage of opportunities to learn and practice new skills

• Use computer based/distance learning educational methods when appropriate to save limited resources


Systematically evaluates the quality and effectiveness of education of dietetic practitioners and revises programs and systems to incorporate the results of evaluation.

RATIONALE: Quality practice requires regular performance evaluation and continuous improvement of services.

Standard 5 QUALITY IN PRACTICE

5.1 Continuously measures quality of education of practitioners in terms of pedagogy, CADE standards, the educational process, and student learning outcomes

5.2 Identifies performance improvement criteria to monitor effectiveness of educational services

Indicator

5.3 Designs and tests interventions to change educational processes and systems with the objective of improving quality and student/intern learning outcomes

5.4 Identifies problems within the educational process/system and corrects/improves

5.5 Identifies expected student/intern learning outcomes

Indicator

5.6 Documents achievement of student/intern learning outcomes

5.7 Compares actual performance to expected outcomes

5.8 Documents action taken when discrepancies exist between achievement and expected outcomes

Indicator

Indictor 5.9 Continuously evaluates and refines

educational methodology based on measured outcomes

5.10 Implements an outcomes management system to evaluate the effectiveness and efficiency of education

Performance improvement criteria are measured, documented and evaluated

Actual performance is evaluated Aggregate outcomes data meet established

criteria (objectives/goals) Results of quality improvement activities

direct refinement of practice


Review student evaluations of courses, research, advisement, and preceptoring

Evaluate test scores and overall student performance compared to expected and other classes

Query preceptors/mentors, employers, practitioners, regarding student/intern/graduate’s readiness and performance◦ Student level – 1st year, 2nd year, 3rd year, 4th year◦ Intern level – ultimately perform at entry level; i.e.,

meets or exceeds presiding CADE competencies upon supervised practice graduation


Engages in lifelong self-development to improve knowledge and enhance professional competence

RATIONALE: Professional practice requires continuous acquisition of knowledge and skill development to maintain accountability to the public.

Standard 6CONTINUED COMPETENCE AND PROFESSIONAL ACCOUNTABILITY

6.1 Conducts self-assessment at regular intervals to identify professional strengths and weaknesses

6.2 Identifies needs for professional development and mentors others

6.3 Develops and implements a plan for professional growth

Indicator

6.4 Documents professional development activities

6.5 Adheres to the Code of Ethics for the profession of dietetics and is accountable and responsible for actions and behavior

6.6 Supports the application of research findings and best available evidence to professional practice

Indicator

Indicator 6.7 Takes active leadership roles

utilizing effective information gathering and communication skills

Self-Assessments are completed Development needs are identified and directed

learning takes place Practice outcomes demonstrate adherence to the

Code of Ethics, Standards of Practice and Standards of Professional Performance

Practice decisions reflect best available evidence Appropriate certifications are obtained Commission on Dietetic Registration recertification

requirements are met Participation in education committees and task

forces is documented


As needed per professional development plan
