UBC Dietetics Major Modules and Forms Update

Session Overview Review of changes to modules and forms Detailed look at revised performance criteria Evaluation scenario discussions

Modules and Forms – Changes Revisions were made to: – Enhance clarity of expectations – Delineate learning activities from performance evaluation Descriptions of Nutrition Care modules have been updated NC II and III have been collapsed into one module Performance assessment guide now gives description of 1, 2 and 3 ratings

New Module Format New format for most modules now includes 6 distinct sections: 1)Intern Placement Planning and Learning Activities Checklist 2)Preceptor Evaluation Checklist 3)Performance Assessment Guide 4)Performance Evaluation 5)Intern Goal Setting Sheet 6)Internship Coordinator Checklist

1 - Intern Placement Planning and Learning Activities Checklist Lists learning activities and associated timelines to help interns and preceptors plan the placement

2 - Preceptor Evaluation Checklist Lists preceptor’s responsibilities for placement completion

3 - Performance Assessment Guide Updated descriptions of each rating level

4 - Performance Evaluation Revised to focus on ICDEP performance indicators as basis for evaluation Learning activities that were more task focused moved to “Placement Planning and Learning Activities Checklist”

5 – Intern Goal Setting Sheet No significant changes

6 – Internship Coordinator Checklist Checklist revised to more clearly articulate options a coordinator might consider if placement not completed successfully

Performance Criteria Enhanced to explicitly describe the performance level representing a rating of 1, 2 and 3 Rating of 1, 2 or 3 should be given based on level to which performance indicators are demonstrated

Performance Criteria 1 Has difficulty identifying relevant information, relies on rules and procedures, and requires significant direction when facing a new context or situation Makes repeated and significant errors in judgment and performance Requires extended periods of time to complete tasks Requires explicit direction or significant supervision in order to complete tasks. Is frequently unable to recognize situations that may be beyond his/her capacity and/or does not take appropriate steps to address the situation Does not demonstrate communication and collaboration or professional practice competencies 2 Begins to apply learning from previous experiences and demonstrates increasing independence Errors in judgment are minimal, is able to identify and interpret key aspects of an issue, situation, and skill most of the time May still require occasional assistance with prioritization, lack speed and flexibility, and seek direction when/if original plans fail or when presented with unfamiliar or complex situations Recognizes situations that may be beyond his/her capacity and takes appropriate steps to address them, which may include consultation, supervision or mentorship, reviewing research literature or referral to another care provider Usually demonstrates communication and collaboration or professional practice competencies 3 Consistently identifies and interprets key aspects of an issue or situation and applies practical knowledge from previous experiences/learning Is able to prioritize activities to achieve goals and establish outcomes within a reasonable timeframe, with minimal errors or omissions and with little or no prompting required from the preceptor Consistently recognizes situations that may be beyond his/her capacity and takes appropriate steps to address the situation Consistently demonstrates communication and collaboration or professional practice competencies

Rating of 1 Has difficulty identifying relevant information, relies on rules and procedures, and requires significant direction when facing a new context or situation Makes repeated and significant errors in judgment and performance Requires extended periods of time to complete tasks Requires explicit direction or significant supervision in order to complete tasks. Is frequently unable to recognize situations that may be beyond his/her capacity and/or does not take appropriate steps to address the situation Does not demonstrate communication and collaboration or professional practice competencies

Rating of 2 Begins to apply learning from previous experiences and demonstrates increasing independence Errors in judgment are minimal, is able to identify and interpret key aspects of an issue, situation, and skill most of the time May still require occasional assistance with prioritization, lack speed and flexibility, and seek direction when/if original plans fail or when presented with unfamiliar or complex situations Recognizes situations that may be beyond his/her capacity and takes appropriate steps to address them, which may include consultation, supervision or mentorship, reviewing research literature or referral to another care provider Usually demonstrates communication and collaboration or professional practice competencies

Rating of 3 Consistently identifies and interprets key aspects of an issue or situation and applies practical knowledge from previous experiences/learning Is able to prioritize activities to achieve goals and establish outcomes within a reasonable timeframe, with minimal errors or omissions and with little or no prompting required from the preceptor Consistently recognizes situations that may be beyond his/her capacity and takes appropriate steps to address the situation Consistently demonstrates communication and collaboration or professional practice competencies

Using Criteria for Evaluation How well did the intern demonstrate these performance indicators? Competency being assessed

Using Performance Criteria Consider performance “overall” but focus on where they are at by the end of the placement Choose rating that BEST represents performance 2 and 3 still required for a pass

Evaluation Scenario #1 Your intern is nearing the end of her final Nutrition Care I placement. She is able to complete nutrition assessments for patients and collects the relevant information most of the time. On a few occasions, she missed important details which impacted the appropriateness of the nutrition care plan that was created. She was receptive to feedback in these situations and once the issue of why the details was discussed was important, she didn’t miss the same detail on a second occasion. She is able to determine nutrition requirements for patients but lacks confidence and is regularly wanting confirmation that her answer is “right”. She is able to determine the most important patients to see but you worry she won’t be able to keep up in a faster-paced setting in Nutrition Care II.

Based on this information, what rating would you give for the “assess nutrition-related risks and needs of patients/clients” competency? Why? What else might you be thinking about?

Evaluation Scenario #2 Your intern is nearing the end of his Management Placement. Throughout the 8 weeks, he has worked on numerous projects. Throughout his placement, he worked independently and didn’t seek out extra meetings with you other than a regular meeting on Friday afternoon to review his progress for the week. You saw him speaking to with other staff members on several occasions when not overtly told to do so. His work demonstrates he has a strong grasp of the project management process in the food service setting. While he doesn’t inform you of his day-to-day activities, when prompted with questions about his reasons for project plans and evaluations, his answers indicate he has thought about the project from various angles.

Based on this information, what rating would you give for the “manage programs and/or projects” competency? Why? What else might you be thinking about?

Do you have feedback on the revised modules and forms? We are seeking your feedback and suggestions! Can fill out this short survey anytime during the year Survey available on Dietetics website:

Questions? Contact Kara Vogt, UBC Dietetics Practice Educator