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Management Module Preceptors: A session just for you! To join the - - PowerPoint PPT Presentation

Nov 10, 2023 167 likes •501 views

UBC Dietetics Program FEED Preceptor Session February 11, 2020 Management Module Preceptors: A session just for you! To join the teleconference: From the Vancouver area, call 604-899-2339 From outside Vancouver, call toll-free 1-877-385-4099

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UBC Dietetics Program FEED Preceptor Session February 11, 2020

To join the teleconference: From the Vancouver area, call 604-899-2339 From outside Vancouver, call toll-free 1-877-385-4099 After calling the number, enter the password, 6836560#

Management Module Preceptors: A session just for you!

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Session Overview

 Welcome & Introductions  Management Module: “Need to Know”  Management Project Ideas  Discussion  Session Wrap-up

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Welcome

  • Graduated from UBC

Dietetics Program in 2012; completed VCH internship

  • Worked as clinical RD for

VCH (2012-2016), then in food service (2016-2019)

  • Facilitator for today’s

session

Katie Wilkie, RD, MHA Dietetics Education Coordinator Kaitlin.wilkie@ubc.ca

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Introductions

  • Name
  • Role & site
  • Experience as a preceptor (new/

novice/ experienced)

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Practice Education Modules

Orientation (1 week) Nutrition Care I (6 weeks) Nutrition Care II (12 weeks) Nutrition Care III (3-4 weeks) Management (8 weeks) Population & Public Health (4 weeks) Research (2 weeks) Elective (2 weeks)

YEAR 5

(39-week practice education)

YEAR 4

(campus-based courses)

YEAR 3

(campus-based courses)

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Management Module: “Need to Know”

  • Intended to prepare graduates for roles in the management of

projects, programs and services related to dietetics

  • Module and form is based on the national standard for

dietetics education, the 2013 Integrated Competencies for Dietetic Education and Practice (ICDEP)

  • Assess students on 3 of the 5 competency areas in ICDEP:
  • 1. Management
  • 2. Communication & Collaboration
  • 3. Professional Practice

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Management Module: “Need to Know”

− Use strategic & operational planning principles to analyze goals, objectives & activities of programs or services − Identify assessment info − Obtain & interpret stakeholder perspective − Obtain & interpret financial info* − Obtain & interpret relevant standards & compliance data − Obtain & interpret client info − Obtain & interpret stakeholder satisfaction info − Obtain & interpret HR info* − Obtain & interpret technical/ equipment info* − Analyze or integrate info to develop goals & objectives for food & nutrition services & programs

Assess strengths/needs

  • f programs & services

related to dietetics

(10 ICDEP indicators)

Manage programs

  • r projects

(12 ICDEP indicators)

Manage food services

(7 ICDEP indicators)

− Complete projects aligned to module requirements − Refine project focus − Identify goals & objectives − Identify strategies to meet goals &

  • bjectives

− Determine evaluation approaches − Develop action plan − Coordinate implementation of action plan − Complete evaluation − Present recommendations/outcomes − Contribute to organizational planning or development activities − Develop budget* − Develop plan to monitor expenditures, equipment & materials relative to budget* − Orient/direct staff or volunteers* − Provide group education* − Contribute to staff development or performance management* − Staff or volunteer recruitment* − Create education material(s)* − Contribute to marketing plan* − Identify the food service needs of a client group − Identify human, financial, technical & equipment resources required for the provision of food services − Create/modify menus using menu planning principles − Contribute to purchasing, receiving, storage, inventory control & disposal activities for food products − Contribute to food production & distribution activities − Contribute to improvement initiatives related to food services − Contribute to activities related to compliance with health and safety requirements

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Management Module: “Need to Know”

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DOWNLOAD HERE:

Dietetics Practice Education website

Management Module: “Need to Know”

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www.dietetics.landfood.ubc.ca

Step 1: Select preceptor tab Step 2: Select first option from menu

Management Module: “Need to Know”

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Management Module: “Need to Know”

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Management Module: “Need to Know”

https://dieteticsdocs.landfood.ubc.ca/dietetics_docs/

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Management Module Requirements

DOWNLOAD HERE:

Dietetics Practice Education website

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Broad knowledge, comprehension or application of knowledge related to the following ICDEP knowledge areas:

 Food  Food Service Systems  Human Nutrition Across the Lifespan  Management  Microbiology  Population Food Systems & Food Security

What can you expect students to know

  • n day 1 of practice education?

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Knowledge, comprehension and/or application of knowledge related to food  Physical properties and chemical composition of food  Food preservation, storage and packaging  Role of ingredients and their interaction in food preparation  Household food preparation  Application of dietary requirements, guidelines, guidance tools to

food planning

 Food modification to address therapeutic, textural or other needs  Sensory evaluation of food  Religious and cultural food practices  Food labeling  Food-borne illness

What can you expect students to know

  • n day 1 of practice education?

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Knowledge, comprehension and/or application of knowledge related to food service systems

 Menu planning  Institutional menu modification to address therapeutic,

textural, cultural needs

 Recipe development, standardization and evaluation  Cost control  Quantity food production and distribution  Purchasing, receiving, storage, inventory control and disposal

activities

 Hazard Analysis and Critical Control Points (HACCP)  Human resource, financial, technical and equipment needs  Food service facility design  Emergency planning

What can you expect students to know

  • n day 1 of practice education?

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Knowledge, comprehension and/or application of knowledge related to management

 Financial management  Human resource management  Strategic and operational planning including needs

assessment, goal setting and outcome assessment

 Organizational behaviour and development  Project management  Regulations, policies and procedures  Marketing  Quality improvement

What can you expect students to know

  • n day 1 of practice education?

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Additional Resources: Management Project List

Both documents are posted on the Dietetics Practice Education website

DOWNLOAD HERE:

Dietetics Practice Education website

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Management Preceptor Sharing: Year 5 Project Highlight

  • Megan Lacoste, General Manager of Patient Food

Services at Vancouver General Hospital

  • Recent projects to highlight:
  • 1. Health & wellness activity for staff
  • 2. Job shadowing and time studies
  • 3. Interviewing and hiring

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Management Preceptor Sharing: Year 5 Project Highlight

  • Elaine Chu, Manager of Support Services at Eagle

Ridge Hospital

  • Recent projects to highlight:
  • 1. We CARE Pilot – A Patient-Centred Approach to

Hospital Meal Delivery

  • 2. LEAN Application in Inventory/Purchasing
  • 3. Selective Menus in Residential Care

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Group Discussion

  • Other projects you’ve had success with?
  • Approaches to common challenges?

− Dealing with a disengaged student/inspiring excitement for food

service management

− Prepping Year 5 students for the exam − Managing workload (i.e. time required to coordinate placement) − Generating engaging/appropriate projects that are operationally

meaningful for year 5 student

− How do you make projects challenging yet manageable − How to determine # of projects

  • What supports from the UBC Dietetics Program would

be helpful?

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Who to Contact? Can help you with…

For FH, IH, Island & non-health authority sites: Heather Vass Dietetics Education Coordinator Heather.woodward@ubc.ca | 604-827-0762 For PHSA, PHC, VCH & NH: Ali Browes Dietetics Education Coordinator Alison.browes@ubc.ca| 604-827-5762

  • Questions about the practice education
  • Ideas/suggestions for the program in

general

  • Ideas/suggestions for preceptor or Year 5

student supports

  • Consultation on teaching and learning:

 Strategies to support a struggling Year 5 student  Advice on Year 5 student teaching strategies  Resources for preceptors

  • *Can also encourage your Year 5 students

to contact us directly for learning support and/or resources

Core site coordinator (CSC) for your health authority

  • Year 5 student scheduling questions/issues
  • Year 5 student performance issues (e.g.

concern a student will not pass)

  • Preceptor resources at the health authority

level

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Session Wrap-Up

Want to share your feedback with us?

1.

Preceptor satisfaction survey every 2 years (next scheduled for May 2021)

2.

Module and form feedback survey: UBC Dietetics website Want to explore other preceptor resources?

1.

Check-out the Preceptor Orientation slides (for new preceptors)

2.

Visit the Preceptor section of the UBC Dietetics website for videos of past education events, videos for preceptors, handouts for preceptors

3.

List to the On the Beet podcast by Kara Vogt

Evaluate this session

  • r submit ideas for future sessions:

https://www.surveymonkey.com/r/TX5GLKN

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REFERENCE ONLY SLIDES

Feedbac eedback fr k from

  • m

Year 5 Students ear 5 Students & Pr & Preceptor eceptors

  • Feedback is collected regularly through:

1.

Modules and forms: annually (preceptors, year 5 students, coordinators)

2.

Year 5 student satisfaction survey: annually

3.

Preceptor satisfaction survey: every 2 years

  • Year 5 students and preceptor surveys:

–

Satisfaction measured using a Likert scale

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Open-ended questions: things that worked well,

  • pportunities for improvement

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Preceptor surveys (2015, 2017, 2019):

  • Small number of MGMT module respondents (n=12 in 2015,

n=17 in 2017, n=13 in 2019)

  • Scores related to feasibility of offering required learning

activities in MGMT module have improved (4.17/5 in 2015, 4.75/5 in 2017, 2.77/3 in 2019)

  • Scores related to students’ academic preparedness have

fluctuated over time (averages: 3.83/5 in 2015, to 4.53/5 in 2017, 2.46/3 in 2019)

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Year 5 Students ear 5 Students & Pr & Preceptor eceptors

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Preceptor Surveys (2019)

Things that worked well:

  • Setting clear expectations at beginning
  • Students being aware that format for learning in MGMT module is

different

  • Students come prepared knowing what they want to see and learn
  • Project-based learning; working with Dietitian Practice Leader to find

projects that have MGMT and clinical overlap

  • Check in with student regularly
  • Students are flexible to optimize opportunities and experiences
  • Utilizing multiple sites and preceptors

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Year 5 Students ear 5 Students & Pr & Preceptor eceptors

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Preceptor Surveys (2019)

Challenges/improvement opportunities:

  • Students paired in placement that are at different levels
  • Long evaluation forms, sometimes not applicable, sometimes

repetitive

  • Difficult to “check off all the boxes” on evaluation form
  • Students very clinical focused

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REFERENCE ONLY SLIDES

Feedbac eedback fr k from

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Year 5 Students ear 5 Students & Pr & Preceptor eceptors

Year 5 Student Survey (2018/19):

  • All students responded (n=37)
  • High satisfaction with MGMT Module preceptor effectiveness

(2.72/3) and feasibility to complete required learning activities in the placement setting(s) (2.72/3)

  • Self ratings of academic preparedness for MGMT Module have

increased slightly (2.25/3 in 2019, 3.41/5 in 2018, 3.61/5 in 2017)

  • Satisfaction with preceptor's communication of performance

expectations (2.64/3 in 2019, 4.13/5 in 2018, 4.47/5 in 2017)

  • Satisfaction with balance between applied and observational

activities (2.67/3 in 2019, 4.06/5 in 2018, 4.31/5 in 2017)

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Year 5 Student Surveys (2018/19):

Things that worked well:

  • Enjoyed flexibility to work at own pace on project-based work
  • Like variety of more than one site
  • Appreciate independence, with preceptor available for guidance and support as

needed

  • Relevant projects, opportunity to take on several leadership roles (i.e. providing

services, communicating with different stakeholders to implement projects)

  • Work on many different projects, with different people, in different settings
  • Self-directed learning
  • Projects with impact and tangible results (not “make-work” projects)
  • Ability to take on higher level tasks based on previous experience

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Year 5 Students ear 5 Students & Pr & Preceptor eceptors

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Year 5 Student Surveys (2018/19):

Things that worked well:

  • Being involved in several aspects of preceptor's role (i.e. participate in meetings)
  • Preceptor invested in our learning
  • Having the 8 weeks split up
  • Projects outlined at start of placement and expectations for successful completion

discussed

  • Projects aligned with ICDEP competencies
  • Communicating to preceptor what experiences you want out of the placement
  • Able to be creative and flexible with projects

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Year 5 Student Surveys (2018/19):

Challenges/improvement opportunities:

  • Prefer more hands-on experience, less observational
  • Ensure projects and tasks are related to what a manager

would do

  • 8 weeks not spilt up - would prefer them to be split up and/or

exposure to different sites

  • Need guidance on projects to get started (i.e. a list to choose

from)

  • Appreciate flexibility, but need more structure sometimes
  • Clear timeline for project completion needed

REFERENCE ONLY SLIDES

Feedbac eedback fr k from

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Year 5 Students ear 5 Students & Pr & Preceptor eceptors

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