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Participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 1 REPORT PHASE 2 FUTURE PRACTICE & EDUCATION TASK.

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Presentation on theme: "Participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 1 REPORT PHASE 2 FUTURE PRACTICE & EDUCATION TASK."— Presentation transcript:

1 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 1 REPORT PHASE 2 FUTURE PRACTICE & EDUCATION TASK FORCE UPDATE PROPOSED RECOMMENDATIONS March 25-27, 2008 HOD Webinar Phase 2 Task Force Members Mute your own line to reduce background noise levels on the call Dial-in #: 888/ Participant Code:

2 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 2 Objectives for Presentation Develop an awareness of potential future practice roles, including advanced practice, and the knowledge and skills that will be needed. Develop an awareness of potential future practice roles, including advanced practice, and the knowledge and skills that will be needed. Discuss the final report and proposed final recommendations of the Phase 2 Future Practice & Education Task Force. Discuss the final report and proposed final recommendations of the Phase 2 Future Practice & Education Task Force. Review the timeline and recommended strategies for implementation. Review the timeline and recommended strategies for implementation.

3 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 3 Future Practice Roles Appendices C, D and E: Future Practice Role Descriptions for the DTR, RD and Advanced Practice RD. Appendix F: Broad Skills and Knowledge for the DTR and RD in Appendix G: Broad Skills and Knowledge for the AP RD in 2017.

4 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 4 Mapping Our Route

5 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 5 HOD Webinar Agenda Task Force Introduction Task Force Introduction Brief Overview of Task Force Activities: Brief Overview of Task Force Activities: History History Why 2017? (not sooner) Why 2017? (not sooner) Overview: Overview: Expand career ladder Expand career ladder Focus on advancing practice via specialty & advanced practice Focus on advancing practice via specialty & advanced practice Promote multiple flexible routes for entry into practice Promote multiple flexible routes for entry into practice

6 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 6 Where We Are in the Process Task Force Report released on March 14, Task Force Report released on March 14, Report is based on thousands of comments. Report is based on thousands of comments. HOD will discuss and may modify each recommendation at the Spring Meeting. HOD will discuss and may modify each recommendation at the Spring Meeting. HOD will vote electronically following the Spring Meeting. HOD will vote electronically following the Spring Meeting. Feedback is requested. Feedback is requested.

7 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 7 The Case for Change Original charge and final report on website Original charge and final report on website Major areas of agreement Major areas of agreement Major areas of “Spirited Debate” Major areas of “Spirited Debate” Flexibility with rigor Flexibility with rigor

8 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 8 Dissemination of Draft Report Presented to Fall ’07 HOD and FNCE ‘07 Presented to Fall ’07 HOD and FNCE ‘07 Overwhelmingly positive response from HOD Overwhelmingly positive response from HOD Excellent questions & responses from “open space sessions at FNCE” Excellent questions & responses from “open space sessions at FNCE” Excellent response from town hall meeting at FNCE Excellent response from town hall meeting at FNCE Survey Monkey used to solicit member input Survey Monkey used to solicit member input Responses analyzed two ways: Responses analyzed two ways: 1. Practitioner: RD’s, DTR’s, Students & Other 2. Years in Practice: -1 to 5 -6 to to

9 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 9 Results of Survey Monkey Summary Spread Sheet for Overall Data: Total responses. Total responses. Total by years in practice and by credential. Total by years in practice and by credential. Total agree by question. Total agree by question.

10 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 10 Results of Survey Monkey Continued The survey results and numerous comments received suggested agreement with: Development of and support for advanced practice recognition. Development of and support for advanced practice recognition. Continued support for and expansion of specialty practice recognition. Continued support for and expansion of specialty practice recognition. Emphasis on quality, rigor and compliance to CADE standards. Emphasis on quality, rigor and compliance to CADE standards.

11 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 11 Results of Survey Monkey, Continued Clarification of education models currently available. Clarification of education models currently available. Wording changes for clarity. Wording changes for clarity. Need for a list of definitions to be included in the report. Need for a list of definitions to be included in the report.

12 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 12 Results of Survey Monkey Continued The survey results suggested disagreement with: Expansion of alternate routes for entry into the profession using verification from “knowledgeable RD”. Expansion of alternate routes for entry into the profession using verification from “knowledgeable RD”. Requirement of more defined and intensive continuing education in first 5 years following registration. Requirement of more defined and intensive continuing education in first 5 years following registration.

13 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 13 Recommendation #1 The Task Force recommends establishment of a formalized unit within the House of Delegates to: formalize an ongoing visioning process to identify/define future practice roles and the broad knowledge and skills needed for these roles. formalize an ongoing visioning process to identify/define future practice roles and the broad knowledge and skills needed for these roles. identify and monitor emerging practice roles, opportunities, and related formal and informal educational needs on an ongoing basis. identify and monitor emerging practice roles, opportunities, and related formal and informal educational needs on an ongoing basis. collaborate with CADE, CDR, DPGs and other organizational units as needed. collaborate with CADE, CDR, DPGs and other organizational units as needed. oversee the implementation and evaluation of the Phase 2 Future Practice & Education Task Force recommendations and provide a yearly progress report to the House of Delegates (Refer to HOD). oversee the implementation and evaluation of the Phase 2 Future Practice & Education Task Force recommendations and provide a yearly progress report to the House of Delegates (Refer to HOD).

14 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 14 Survey Responses: #1 Agreement was 88.5% for the 492 respondents practicing for 16 years or more, with agreement from 78.7% through 84.7% for other groups. Minor changes: Established a formal unit to implement the visioning process and related activities. Established a formal unit to implement the visioning process and related activities. Moved some implementation issues to #1 for clarity. Moved some implementation issues to #1 for clarity.

15 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 15 Recommendations #2, #3 & #4 #2: The Task Force recommends the promotion of the DTR within the ADA membership and its organized units as a valuable member of the dietetics team (Refer to ADA). #2: The Task Force recommends the promotion of the DTR within the ADA membership and its organized units as a valuable member of the dietetics team (Refer to ADA). #3: The Task Force recommends increased promotion of dietetic technician programs to community colleges. In addition, the Task Force encourages further development of articulation agreements between Dietetic Technician Programs and Didactic Programs in Dietetics (DPD) or Coordinated Programs (CP) to foster the career ladder (Refer to CADE). #3: The Task Force recommends increased promotion of dietetic technician programs to community colleges. In addition, the Task Force encourages further development of articulation agreements between Dietetic Technician Programs and Didactic Programs in Dietetics (DPD) or Coordinated Programs (CP) to foster the career ladder (Refer to CADE). #4: The Task Force recommends the creation of opportunities for DPD students/graduates to obtain quality dietetics practice experience for eligibility to sit for the Registration Examination for Dietetic Technicians after completion of the DPD and baccalaureate degree (Refer to CADE and CDR). #4: The Task Force recommends the creation of opportunities for DPD students/graduates to obtain quality dietetics practice experience for eligibility to sit for the Registration Examination for Dietetic Technicians after completion of the DPD and baccalaureate degree (Refer to CADE and CDR).

16 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 16 Survey Responses: #2, #3, #4, Continued Over 24% of these responses were “neutral”– without these, the percentage in each category agreeing with the recommendations was from 87.2 to 92%. Therefore changes were minor and editorial. Therefore changes were minor and editorial. Areas of disagreement often expressed lack of support for the DT category, but this was a minority. Areas of disagreement often expressed lack of support for the DT category, but this was a minority.

17 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 17 Survey Responses: #2, #3, #4 Continued Note: most professions have technicians/assistants. Note: most professions have technicians/assistants. Hours of experience should be tailored to student, not necessarily 450—number of hours should be evaluated. Hours of experience should be tailored to student, not necessarily 450—number of hours should be evaluated. Allows for DPD graduates to become credentialed practitioners. Allows for DPD graduates to become credentialed practitioners.

18 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 18 Recommendation #5 The Task Force recommends that faculty of dietetics education programs continue to implement a variety of flexible quality education models. The Task Force also recommends the continued implementation of an array of experiential routes that satisfy entry-to-practice requirements (Refer to CADE).

19 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 19 Survey Responses: #5 Firm support plus agreement of 75.2 to 78.1 % among 3 of 4 groups—those in practice from 11 to 15 years had 63.2 % agreement. In general, the disagreement showed concern for “rigor”, fears about loss of quality, etc. In general, the disagreement showed concern for “rigor”, fears about loss of quality, etc. Recommendation was changed to note CADE’s current “experimental models” (Demonstration Program) and to encourage continued development of new models. Recommendation was changed to note CADE’s current “experimental models” (Demonstration Program) and to encourage continued development of new models. Licensure issues –it was necessary to keep this recommendation “somewhat open” so as not to “disrupt” the wording of some licensure laws. Licensure issues –it was necessary to keep this recommendation “somewhat open” so as not to “disrupt” the wording of some licensure laws.

20 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 20 Recommendation #6 The Task Force recommends that pathways for entry into the profession be developed for individuals who have earned masters or doctoral degrees from US regionally accredited colleges and universities or the equivalent. These individuals must successfully complete either the academic preparation or the experiential preparation for entry into the profession through a CADE accredited program and meet requirements established by CDR to sit for the Registration Examination for Dietitians (refer to CDR).

21 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 21 Survey Responses: #6 Major area of disagreement—only 23.5 to 42.9 % of respondents in various categories agreed, therefore the TF made major changes. Set masters & doctoral level as credentials necessary for this route to registration. Set masters & doctoral level as credentials necessary for this route to registration. Stipulated US accredited university or equivalent. Stipulated US accredited university or equivalent. CDR would determine qualifications to sit for exam with equivalent experiential route. CDR would determine qualifications to sit for exam with equivalent experiential route.

22 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 22 Recommendation #7 The Task Force recommends the creation and implementation of examinations in major areas of concentration in dietetics that will be offered with the core examination for entry-level practitioners. The Task Force also recommends that these concentration examinations be made available to experienced RDs to provide opportunities for professional development (Refer to CDR). The Task Force recommends the creation and implementation of examinations in major areas of concentration in dietetics that will be offered with the core examination for entry-level practitioners. The Task Force also recommends that these concentration examinations be made available to experienced RDs to provide opportunities for professional development (Refer to CDR).

23 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 23 Survey Responses: #7 Agreement just over 50% which resulted in the following clarification and changes: Qualified that experienced RD’s could use the concentration exam to establish competency. Qualified that experienced RD’s could use the concentration exam to establish competency. Competency area would be a designation on a certificate, but no additional credentials. Competency area would be a designation on a certificate, but no additional credentials. The concept of core & concentration begins to move us in direction of future. The concept of core & concentration begins to move us in direction of future.

24 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 24 Specialty Practice Source: Scope of Dietetics Framework Definition: A specialty practitioner is an individual who concentrates on one aspect of the profession of dietetics. This specialty may or may not have a credential and additional certification, but it often has expanded roles beyond entry-level practice. Example: weight management, nutrition support

25 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 25 Advanced Practice Source: Scope of Dietetics Framework Source: Scope of Dietetics Framework Definition: An advanced practitioner has acquired the expert knowledge base, complex decision-making skills and clinical competencies for expanded practice, the characteristics of which are shaped by the context in which he/she practices. Advanced practitioners may have expanded or specialty roles or both. Advanced practice may or may not include additional certification. Generally the practice is more complex and the practitioner has a higher degree of professional autonomy and responsibility. Definition: An advanced practitioner has acquired the expert knowledge base, complex decision-making skills and clinical competencies for expanded practice, the characteristics of which are shaped by the context in which he/she practices. Advanced practitioners may have expanded or specialty roles or both. Advanced practice may or may not include additional certification. Generally the practice is more complex and the practitioner has a higher degree of professional autonomy and responsibility. Example: Board Certified in Advanced Diabetes Management Example: Board Certified in Advanced Diabetes Management

26 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 26 Recommendations #8 & #9 #8: The Task Force recommends that ADA continue to recognize specialty practice areas in dietetics and provide support for additional appropriate education and credentialing opportunities (Refer to ADA and CDR). opportunities (Refer to ADA and CDR). #9: The Task Force recommends that ADA define and recognize advanced practice. Advanced practitioners will be supported with educational programming and appropriate credentials (Refer to ADA).

27 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 27 Survey Responses: #8 & #9 Almost total agreement with these ( %). This agreement was so strong, that it was obvious that we should spend the time to work on Specialty and Advanced Practice. This agreement was so strong, that it was obvious that we should spend the time to work on Specialty and Advanced Practice. This is where we encourage masters, practice doctorates & PhD’s. This is where we encourage masters, practice doctorates & PhD’s. This opens the door to future licensure areas without disrupting current licensure laws. This opens the door to future licensure areas without disrupting current licensure laws.

28 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 28 Recommendation #10 The Task Force recommends that adequate resources be allocated by the ADA Board of Directors to support the planning and implementation of a Future Practice and Education Summit involving both Dietetic Practice Groups and all types of dietetics education programs (Refer to HOD Leadership Team). The Task Force recommends that adequate resources be allocated by the ADA Board of Directors to support the planning and implementation of a Future Practice and Education Summit involving both Dietetic Practice Groups and all types of dietetics education programs (Refer to HOD Leadership Team).

29 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 29 Survey Responses: #10 Almost total agreement, from 89 to 95.2%.

30 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 30 Recommendation #11 #11: The Task Force recommends the establishment of a two-prong grant program to promote the integration of practice and education by supporting educators to obtain updated practice experience and practitioners to increase their exposure to academic settings (Refer to ADA Foundation).

31 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 31 Recommendation #12 #12: The Task Force recommends enhancing the efficiency and effectiveness of academic and experiential education through: development of practice simulations and utilization of other appropriate educational technologies. development of practice simulations and utilization of other appropriate educational technologies. development of educational opportunities for dietetic educators to obtain updated practice exposure and for practitioners to enhance skills in developing and evaluating practice experiences of students. development of educational opportunities for dietetic educators to obtain updated practice exposure and for practitioners to enhance skills in developing and evaluating practice experiences of students. continuing education to assist dietetic education program directors in managing programs effectively (Refer to CADE). continuing education to assist dietetic education program directors in managing programs effectively (Refer to CADE).

32 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 32 Survey Responses: #11 & #12 Survey responses to these recommendations were based on the fact that if there were earlier areas of disagreement, you may have chosen not to agree with implementation. However there was still from 65 to almost 80% agreement. Therefore changes were based on clarity or organization rather than content. Therefore changes were based on clarity or organization rather than content.

33 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 33 What’s Next Task Force Activities Webinars: Week of March 24 Webinars: Week of March 24 Presenting at all DEP Area Meetings (March- April) Presenting at all DEP Area Meetings (March- April) Presentations at various affiliate & DPG meetings Presentations at various affiliate & DPG meetings Spring HOD Meeting: Spring HOD Meeting:  Presentation by TF as follow up to Webinars  Discussion by HOD.

34 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 34 Timeline March 2008 Final report, recommendations and implementation timelines released to HOD and membership for review. May 2008HOD conducts dialogue during Spring HOD Meeting; HOD votes electronically on the final recommendations.

35 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 35 Timeline Pending HOD Approval June-July 2008: Prepare final report for publication and release at 2008 FNCE; Plan FNCE sessions to present final report; Continue communication with CDR and CADE; Practice & Education Vision Committee established by HOD appointed by HOD Leadership Team.

36 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 36 Timeline 2016: Dietetic education programs make changes based on models refined by pilot program research. 2017: Phase 2 Future Practice and Education Task Force 2008 report fully implemented.

37 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 37 Assignment Talk with your members and post comments to the HOD CoI. Talk with your members and post comments to the HOD CoI. Re-read the report before the Spring Meeting. Re-read the report before the Spring Meeting. Participate in HOD Meeting dialogue session and post meeting electronic (May 8-30, 2008). Participate in HOD Meeting dialogue session and post meeting electronic (May 8-30, 2008). Notify members of results on June 3, Notify members of results on June 3, 2008.

38 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 38 Future Education Changing models for a changing world… Changing models for a changing world… Today’s obstacles show us tomorrow’s opportunities. Today’s obstacles show us tomorrow’s opportunities. Do we wait for change or make it happen? Do we wait for change or make it happen? The vision of 1917 and the vision of 2017… The vision of 1917 and the vision of 2017…

39 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 39 Let’s talk Now’s the time to ask your questions about the future….

40 participants  please press * 6 to mute your phone participants  please press * 6 to mute your phone 40 More Questions additional questions to the Phase 2 Future Practice & Education Task Force mailbox at


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