Dietetic Educators Network
Transcription
Dietetic Educators Network
VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter Newsletter of the Dietetic Educators Network Volume 6 Issue #2 Spring 2015 DEN Newsletter Introduction Page 1 Listening to Preceptors in Atlantic Canada Happy Spring! A very warm welcome to our new members, and a big thank you to everyone for choosing the Dietetic Educators Network as part of your 2015 DC membership. Our newsletter is full of news and announcements that may be of interest, and we would love to hear from you if you Page 2 have anything to share with the network. Please feel free to contact our newsletter editor, Add your feedback on the Marlee Coldwell. If you are planning to attend the Dietitians of Canada National Conference new population/ public health in June, you may be interested in attending the workshop being sponsored by our network on course! Saturday afternoon: Preceptoring using the 3CNE Framework with Debbie McLellan and Page 3 A FRESH Approach Cathy Morley. The following description is from the preliminary conference program: “The purpose of this workshop is to invite dietetics educators to explore approaches to The student coordinators of teaching and learning to prepare dietetics students as nutrition educators and counselors. FRESH at Western University Our experienced presenters will train dietetics educators to use the Collaborative Client- share their experiences Centred Nutrition Education (3CNE) Framework (developed through a CFDR-funded study) Page 4-‐5 DC Online Courses: Update Page 6-‐8 Highlighting a Learner Marie-‐Ève Savard talks about her time as a dietetic intern in New Brunswick in preceptoring through a variety of active-learning strategies including interactive performative, lecturette, collaborative arts-based activities and group discussions. They will lead by example by engaging participants in learning through an arts-based process. This workshop will be an inspiring way to leave the national conference.” We will also be keeping you up-to-date on the upcoming move to the new DC network websites format which will allow for a more interactive experience including postings, conversation areas and sharing of our network resources. Stay tuned for more details in the Page 9-‐10 coming months! Mettre en Valeur un Super Apprenant en Diététique Page 11-‐12 Laura & Sonia DEN Co-Chairs 2 VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter Listening to Preceptors in Atlantic Canada Preceptors of dietetic interns supporting undergraduate dietetic education programs in Atlantic Canada were surveyed during the fall of 2013 to gather and analyze information about the current tools, resources and supports used by and available to preceptors, and to generate ideas for an enhanced role in the future. Completing this initiative was the first priority of the Preceptor Supports Working Group, which was formed in the fall of 2012, following an August 2012 roundtable held in Dartmouth, Nova Scotia (NS). The goal of the roundtable was to bring together stakeholders to initiate dialogue on the best way to move forward with a collaborative model for undergraduate dietetic education in NS, and subsequently across Atlantic Canada. Participants confirmed the need for and desire among participants to enhance and improve university-based dietetic education in Nova Scotia. While achieving consensus was not the goal of the day, several common/key themes for education enhancements emerged from the dialogue, more than half of which related to preceptors and the preceptoring experience. The preceptor specific themes included the need for: • innovative and collaborative learning for interns and preceptors; • greater support for preceptors; and • improved matching of skills and experiences between interns and preceptors. The results of this preceptorfocused information collection process is available from Laura Reid at [email protected]. The Preceptor Working Group is committed to continue the conversation related to enhanced supports for dietetic education preceptors, and to facilitate opportunities for learning and action. For more information on the report or the Preceptor Supports Working Group, please contact Laura Reid at [email protected]. Thank you to those of you who participated in the survey process! Barb Anderson [email protected] Cathy Chenhall [email protected] Laura Reid [email protected] VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter 3 Add your voice to the feedback survey on population/public health course! The new population/public health online learning course is proving to hit the mark for enhancing users’ knowledge and understanding of key concepts in prioritizing community needs in public health nutrition. Three hundred fifty-six (356) people have registered for the English version of the course and 16 for the French version since its fall launch. Early feedback from those who have completed the online survey indicate the course has been well received as demonstrated from these data: • • 95% strongly agree or agree that the course held their interest. 96% indicated that the course increased their understanding about how to assess community nutrition needs a lot or somewhat. • 90% indicated that they increased their understanding about how to prioritize community nutrition needs a lot or somewhat. • • 90% strongly agree or agree that they will be able to apply this learning to their career. 85% of respondents would recommend the course to their colleagues Respondents include a mix of dietetic interns (35%), internationally educated students/interns (5%), public health practitioners (35%), and educators (25%). While these early results are very positive, only a modest subset of those who have registered for the course have completed the feedback survey. As the survey results are a critical element of the course evaluation that will be used to demonstrate to our funders that this was an effective use of the funds, DC needs your help in boosting the feedback. If you or your students have completed the course but have not yet responded to the survey, please do so by following this link – it will take less than 5 minutes to complete the survey: http://fluidsurveys.com/surveys/dietitians-of-canada/population-public-health-online-modules/ Haven’t registered for the course? Sign up before March 31st to gain free access at http://www.dietitians.ca/Knowledge-Center/Learning-On- Demand/Learning-On-Demand-Store.aspx Questions? Please contact Lynda Corby Project Consultant at [email protected] 4 VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter A FRESH Approach Meet Brittaney (left) and Katey (right), the coordinators of FRESH at Western University FRESH (Food Resources and Education for Student Health) is a university peer nutrition education program created by and for university students. FRESH’s vision is to make Western the healthiest campus in Canada. This program uses multiple strategies designed to increase awareness about student nutrition issues, improve food skills through cooking demonstrations, and influence the campus food environment by promoting healthier options in campus residences and eateries. Moreover, FRESH exists as a unique partnership between Brescia University College, Western Hospitality Services, and undergraduate and Masters students in the Food and Nutrition program, all of whom bring together diverse areas of expertise and innovative ideas for program planning and evaluation. FRESH began back in 2010 as a Community Nutrition project for the MScFN students in Brescia University College at Western University. FRESH was officially launched in 2012 at multiple sites cross campus by undergraduate Food and Nutrition students in the FRESH Club. Each year, MScFN students contribute new components to the program. Since then, FRESH has grown tremendously, educating thousands of students each year in nutrition and health. There are a number of areas included in the FRESH program that address nutrition education and population health promotion while facilitating behaviour change among university students. Current FRESH initiatives include: FRESH Approved • FRESH 4U • Items in to-go fridges in residence dining halls and campus eateries are labelled with this symbol to help customers identify healthier snacks or grab-and-go items • A Western branded grab and go concepts that contains mostly FRESH Approved selections. FRESH ED • FRESH members provide free and customizable nutrition education sessions and interactive cooking demonstrations for students, staff, and faculty Menu items in residence dining halls and in the “togo” program at all campus eateries bear this symbol to help customers identify healthier meal choices 5 VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter FRESH HEALTHY PLATE • Helping students plan balanced meals. Healthier 4U • Implemented in 2013, Healthier 4Uhighlights healthier options in vending machines on campus. FRESH Oakridge • The most recent FRESH initiative, implemented in September 2014, FRESH expanded the program into a local high school to encourage healthier eating behaviours and facilitate the development of food skills in youth. Having been with FRESH since its launch, I have learned a tremendous amount from being a part of the organization. I have found the opportunity of being a FRESH member to be extremely regarding, eye opening, and educating. My experience working on the FRESH executive team has allowed me to utilize what I have learned throughout my undergraduate degree while enabling me engage further in professional development and effect real change among my student peers. With this year coming to an end, I look forward to seeing FRESH continue to grow and thrive, in the hopes of meeting our goal to make Western the healthiest campus in Canada. Brittaney Berendsen Lead Coordinator of FRESH FRESH has been a part of my life since I was a firstyear student. Since 2012, I have been a FRESH executive member and had the honour of being a part of the team during its official launch. FRESH not only teaches nutrition principles and has an influence on the campus food environment, but it also creates learning opportunities for FRESH peer educators and executive members. Throughout my time with FRESH, I have developed an extensive list of skills such as presenting evidence-based nutrition presentations, communication, and leadership. I believe that FRESH has had a significant impact on my personal and professional development and has inspired me to further branch out in the field of dietetics. I look forward to take on the role as Lead Coordinator in the 2015-2016 academic year and see FRESH continue to make a positive impact on the campus community. Katey Davidson Assistant Coordinator 6 VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter DC Online Courses: An Update We are bringing some new information about Dietitians of Canada (DC)’s online courses to the attention of Dietetic Educators so that you might consider using them to support your valuable classroom time: http://www.dietitians.ca/Learn/Learning-OnDemand/Online-Courses.aspx 1. Population and Public Health Needs Assessment Course Over 2 years ago, DC undertook the development of an online learning program called Population and Public Health Needs Assessment with funding support from the Public Health Agency of Canada. This focused topic relates to a specific competency and performance indicators in the Integrated Competencies for Dietetic Education and Practice (ICDEPs). The course was designed to fill an identified gap in supporting dietetic students, interns and practitioners to build their knowledge and skills in this key practice area. It is available in both English and French as an online program but also as downloadable learning packages for those with limited or unreliable access to the internet. The online course was launched last fall and to date over 850 students, practitioners and educators have registered. Feedback from participants has been overwhelmingly positive. The course meets the standard for many “best practice” features in design and content for online learning. Over 90% of respondents completing the survey would recommend the course to colleagues. Here’s what learners are saying! Learner focused – “I liked the format of the course – it was interactive, engaging and relevant to my work.” ‘The way it was presented really facilitated learning. It was presented in a fun way that kept my interest and made it very relevant.” Real-world examples – “Great training over all – thorough content and really applicable examples.” “Well developed, inclusive and effective, practical and applicable to a variety of RD roles.” “Concrete examples – easy to follow.” Quality of evidence – “I especially appreciated direction to research resources and examples of needs assessment and proposal format.” “As a preceptor I was able to use this information with my dietetic intern.” VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter The College of Dietitians of Ontario’s Registration Committee has approved the course as meeting the ICDEP Competency Statements: • 4.01 Assess food & nutrition related issues of groups, communities and populations. o 4.01 (n) Identify relevant group, community or population assets and resources. o 4.01 (p) Integrate assessment findings to identify priorities for population health approaches related to food and nutrition The Executive Summary of the Final Project Report is also at: http://www.dietitians.ca/Downloads/Public/Executi ve-Summary-2015-Pop-Public-HealthCompetenc.aspx 2. Critical Care Course The College of Dietitians of Ontario’s Registration Committee has approved the DC Critical Care Online Course as a means of demonstrating the following performance indicators in the ICDEPs: • 3.02 Develop Nutrition Care Plans o 3.02 (d) Select appropriate nutrition interventions. o 3.02 (n) Design enteral feeding regimens o 3.02 (r) Design parenteral feeding regimens The Critical Care course is currently being updated to include recent landmark research studies and practice applications. The newest version will be 7 available early in April. 3. Drug-Nutrient Interactions Dietitians of Canada, the University of Waterloo School of Pharmacy and the Waterloo Centre for Extended Learning have created a unique learning program for pharmacists, dietitians and other health professionals looking to enhance their knowledge of drug-nutrient interactions (DNIs). Launching March 23, 2015 this program will improve practitioners’ ability to identify, prevent and manage clinically relevant drug-nutrient interactions. The course is also designed to foster interprofessional collaboration (IPC). The course is divided into 4 modules looking closely at DNIs through the concepts of Distribution, Absorption, Metabolism and Excretion. At the end of this course, participants will have the knowledge, skills, and judgment to: • Identify patients at increased risk for drugnutrient interactions due to pharmacokinetic, patient health status, and medication related factors; • Develop a plan to prevent, identify, or treat nutritional deficiencies or altered medication responses due to these interactions, and • Demonstrate an understanding of the essential elements required for interprofessional collaboration Course content is Practice-based Evidence in Nutrition (PEN)® approved. The Canadian Council on Continuing Education in Pharmacy has approved this program for 8.0 CEUs. VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter 4. Growth Charts Course Updates The DC five-module Growth Charts Training Program is also undergoing some updates and these are expected to be ‘live’ by mid-April. Changes to the module content are to bring the course content fully in line with the design changes made in the growth charts in March 2014. The modules cover important practice considerations such as: The growth charts and the learning program were developed in collaboration with the Canadian Paediatric Society, the College of Family Physicians of Canada, and the Community Health Nurses of Canada. Recently, the Canadian Paediatric Endocrine Group also joined the Collaborative. Find out more about all these programs and others, visit: http://www.dietitians.ca/Learn/Learning-OnDemand/Online-Courses.aspx Remember, significant discounting is available for groups of students or interns when the programs are ordered through program leads. • Correct techniques for infant and child growth measurement and monitoring, • Growth charts available in Canada and when to select which chart, Questions? • • Facts about childhood obesity, and Tools and strategies to support communications with parents and caregivers that promote healthy growth and development. Contact Corinne Eisenbraun at [email protected] or [email protected] We Need Your Help! WE WANT YOUR SUBMISSIONS!! DEN is always looking for newsletter contributions. Do you have a colleague or student you’d like to nominate for the Preceptor or Learner Highlights? Are you attending an event you’d like to cover? Do you have a resource you think other dietetic educators might find useful? Please feel free to e-mail Marlee Coldwell, DEN Project Assistant, with any and all suggestions at [email protected] 8 9 VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter Highlighting a Learner: Marie-‐Ève Savard, Dietetic Intern Tell us about your path as a dietetics student/intern Over the course of my secondary studies, I still hadn't decided which field was best for me at university. Cooking was always part of my many interests, to the detriment of my sister who was my official taste tester. Although I never poisoned anyone and that, fortunately, my culinary techniques developed over time, I realized that pursuing an education in gourmet cuisine would not fulfill my need to help others. It was from this point forward that my fascination for healthy eating and its effects on health started to develop. It was this growing interest in human nutrition that facilitated my career choice. When you have the chance to turn your passion into a career, there is no place for hesitation! Becoming a dietitian, that was the path I wanted to take and it turns out to be one of my most gratifying decisions. During my years at the University of Moncton, I was very active in my program academically, organizationally and structurally. The fact that I was involved in many committees, participated in different university activities and community projects, as well as having sat on my program's student council, allowed me to learn even more about my future profession, but also about myself. University also allowed me to meet other young women who were just as motivated as me to improve the quality of people's lives. Thanks to my classmates and friends, the most diverse and enriching years of my life passed by so quickly. For that, I am truly grateful for those people! Currently, I am doing my internship at the Edmundston Regional Hospital, where I work side by side with dedicated dietitians who have turned out to be excellent mentors. I am thus pursuing my path toward a profession in dietetics with positivity and a lot of determination! Tell us about the positive influence of a super educator/preceptor. (English version) Nicole Lebel, dietitian at the Edmundston Regional Hospital, is one person who has had a very positive influence on my education. She is very dedicated to the well-being of her patients and has a bubbling and vibrant joy for life. She gave me the freedom and independence that I needed in order to develop my own identity as a dietitian. I learned an enormous amount by her sides, both in respect to the inherent skills of the profession and the personal side. 10 VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter What type of learner are you? What practical advice would you give to dietetics educators/preceptors to help learners taking a similar path as you? Being a very visual and kinaesthetic person, observation leading to application is still the best learning method. I like to move around to learn, being in different environments. It helps me to remember in relation to the place where I studied and learned new things. I don't easily get distracted, I like it when there is action around me, that allows me to concentrate better on my task (a little controversial, don't you think?). What I like above all is to find myself in situations where I feel that I can challenge myself. My advice to educators, after they have demonstrated a lesson, is to quickly expose the students to the workplace and have them actively participate right away in the first weeks. Also, more independence should be given to the students and put them in situations where they are able to take more initiative. What was your biggest challenge as a student/learner and how did you overcome it? One of my biggest challenges as a student of dietetics, and one that the profession faces constantly, is to try to create change in the lives of people and make them understand the importance of healthy eating to their health. This is a challenge that all dietitians have to overcome each day. With success, other times less, or even not at all, due to the fact that overcoming this challenge involves the patient or client's motivation on a personal level. We always have to give our best effort, but if people don't give themselves a chance, our work and our teaching will change nothing in their quality of life. I'm sure you will agree that this aspect sometimes causes its share of frustration. The challenge lies in the motivation of the patient, and in many cases, in the acceptance of having done our best to help, in the immediate term. Though more and more people are aware of the benefits of a healthy and balanced diet, there is still a lot of work to do for its promotion. What are the biggest advantages of being a dietetics student/learner? habits in order to prevent diseases, or promote the recovery or maintenance of optimal health, these are the biggest advantages in dietetics! Knowing that we have a preventative and curative role to play in people's health and that we can make a difference in their lives is very satisfying. Can you share a little bit about your personal life (examples: family, hobbies, activities outside of work)? I am certainly happy to share my internship experience with one of my classmates from university. We can count on each other, which is a huge support. Together, we started climbing and it is now our favourite activity! Swimming and running are also sports that I like to do.w Marie-‐Ève worked alongside preceptor Nicole Lebel at the Edmundston Regional Being able to guide people and the population in their food choices and Hospital in New Brunswick (picture here). VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter 11 Mettre en Valeur un Super Apprenant en Diététique Marie-‐Ève Savard, Interne en Nutrition Parlez-nous de votre cheminement comme étudiant/interne en diététique. Au cours de mes années d’études secondaires, je ne m’étais pas je voulais emprunter et qui s’est avérée être un choix des plus gratifiants. Lors de mes années à l’Université de Moncton, j’ai été très active sur le plan académique, encore décidée sur le domaine vers lequel je souhaitais me diriger à l’université. La cuisine faisait toutefois partie de mes nombreuses curiosités, au grand détriment de ma sœur à laquelle j’avais attribué le rôle de goûteur. Bien que je n’aie empoisonné personne et que, heureusement, mes techniques culinaires se sont développées au fil du temps, j’ai réalisé que le fait de me perfectionner en cuisine gastronomique n’arriverait pas à combler mon besoin de venir en aide aux gens. C’est donc à partir de ce moment que s’est développée une fascination pour la saine alimentation et ses effets sur la santé. C’est cet intérêt grandissant envers la nutrition humaine qui a facilité mon choix de carrière. Quand on la chance de pouvoir faire de sa passion son métier, il n’y a pas de place à l’hésitation! Devenir diététiste, voilà la voie que organisationnel et structurel de mon programme. Le fait d’avoir été impliqué dans nombreux comités, participé et collaboré aux diverses activités universitaires et projets communautaires, ainsi que d’avoir siégé sur le conseil étudiant de mon programme, m’a permis d’en apprendre davantage sur ma future profession, mais aussi sur moimême. L’université m’a également permis de rencontrer des jeunes femmes aussi motivées que moi d’améliorer la qualité de vie des gens. Grâce à ses collègues et amies, je n’aie pas vu les années passées, et ces-dernières ont été des plus divertissantes et enrichissantes. Pour cela, je leur en suis grandement reconnaissante! Présentement, j’effectue mon internat à l’Hôpital Régionale d’Edmundston, où je côtoie des diététistes engagées qui s’avèrent être d’excellentes mentors. Je poursuis donc mon cheminement vers la profession de diététiste avec positivisme et beaucoup de détermination! Parlez-nous de l’influence positive d’un super éducateur/précepteur. Nicole Lebel, diététiste à l’Hôpital Régionale d’Edmundston, est une personne qui a une influence très positive sur mon cheminement. Elle est très dédiée au bien-être de ses patients et est d’une joie de vivre débordante et entraînante! Elle m’a donné la liberté et l’autonomie dont j’avais besoin afin de développer mon propre cadre de diététiste. J’ai appris VOLUME 6 ISSUE #2 | Dietetic Educators Network Newsletter énormément en étant à ses côtés, autant en ce qui a trait aux habiletés inhérentes à la profession que d’un côté plus personnel. Quel genre d’apprenant êtesvous? Quels conseils pratiques avez-vous à donner aux éducateurs/précepteurs en diététique pour accompagner les apprenants qui assimilent comme vous? Étant une personne très visuelle et kinesthésique, observer pour ensuite appliquer demeure la meilleure méthode d’apprentissage. J’aime me déplacer pour apprendre, être dans des environnements différents. Cela m’aide à retenir en fonction du lieu où j’ai étudié et appris de nouvelles choses. Je n’ai pas tendance à être distraite facilement, j’aime qu’il y ait de l’action autour de moi, cela me permet de mieux me concentrer sur ma tâche (controversé n’est-ce pas?). Ce que j’aime par-dessus tout est de me retrouver dans des situations où je sens que je peux me surpasser. Mes conseils aux éducateurs, après que ceux-ci est démontrés les apprentissages, sont d’exposer rapidement les apprenants au milieu de travail et de les faire participer activement dès les premières semaines. Il faut également laisser plus d’autonomie aux apprenants et les mettre dans des situations où ils sont en mesure de prendre plus d’initiatives. Quel est a été votre plus gros défi comme étudiant/apprenant et comment l’avez-vous surmonté? Un de mes grands défis en tant qu’apprenant en diététique, et qui revient continuellement dans la profession, est d’essayer de générer un changement chez les gens en leur faisant comprendre l’importance de la saine alimentation sur leur santé. Ce défi, toutes les diététistes sont amenées à le surmonter chaque jour. Parfois réussit, d’autre fois moins, ou encore pas du tout, en raison du fait que surmonter ce défi implique une motivation du patient, ou client, sur un plan personnel. Nous avons beau y mettre tous nos efforts, si la personne ne se donne pas la chance de s’aider elle-même, notre travail et nos enseignements ne changeront rien à sa qualité de vie. Cette composante apporte quelques fois son lot de frustration, vous en conviendrez. Le défi réside donc dans la motivation du patient et, selon bien des cas, dans l’acceptation d’avoir fait notre possible pour l’aider, dans l’immédiat. Bien que de plus en plus de gens 12 soient conscientisés aux bienfaits de l’alimentation saine et équilibrée, un grand travail reste à faire au niveau de sa promotion. Quels sont les plus grands avantages d’être un apprenant/étudiant en diététique? Pouvoir guider les gens et la population dans leurs choix et leurs habitudes alimentaires afin de prévenir les maladies, favoriser le rétablissement ou le maintien d’une santé optimale, voilà ce qui représente les grands avantages en diététique! Savoir que nous avons un rôle préventif et curatif sur la santé des gens et que l’on peut faire une différence dans leur vie est très gratifiant. Pouvez-vous partager un peu plus de renseignements sur votre vie personnelle Je suis bien heureuse de partager l’expérience de l’internat avec l’une de mes collègues de classe de l’université. Nous pouvons compter l’une sur l’autre, ce qui est d’un grand soutien. Ensemble, nous avons commencé l’escalade et il s’agit maintenant de notre activité de prédilection! La natation et la course sont également des sports que j’aime exercer.