Population & Public Health Module Preceptors: A session just - - PowerPoint PPT Presentation

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Population & Public Health Module Preceptors: A session just - - PowerPoint PPT Presentation

Oct 21, 2022 360 likes •659 views

UBC Dietetics Program FEED Teleconference March 10 2020, 12:30-1:30pm Population & Public Health Module Preceptors: A session just for you! To join the teleconference: From the Vancouver area, call 604-899-2339 From outside Vancouver,

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UBC Dietetics Program FEED Teleconference March 10 2020, 12:30-1:30pm

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#

Population & Public Health Module Preceptors: A session just for you!

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TODAY’S PLAN

 Welcome & Introductions  PPH Module “Need to Know”  Key Resources  Preceptor Panel Discussion  Session Wrap-up  Evaluation & Feedback: https://www.surveymonkey.com/r/X8QKDKW

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WELCOME & INTRODUCTIONS

  • Facilitator for today’s session
  • UBC Dietetics Program alum, 2012
  • Completed internship with VCH
  • Worked with VCH in clinical roles

for 4 years, then in food service with Sodexo/Compass for 3 years

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

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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)

For more information, listen to our Preceptor Orientation Session here: https://dietetics.landfood.ubc.ca/preceptors/preceptor-orientation/

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Population & Public Health Module: “NEED TO KNOW”

  • Module designed to promote acquisition of applied skills related to

population and public health nutrition

  • Majority of time allocated to applied projects that contribute to

competency attainment

  • Observational and orientation activities are limited to those that

prepare students for applied activities related to the competencies

  • Can include small/large projects, including multifaceted projects that can

efficiently address multiple module requirements

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Population & Public Health Module: “NEED TO KNOW”

  • ICDEP categorizes entry-to-practice competencies in 5 domains:
  • Professional Practice*
  • Communication & Collaboration*
  • Nutrition Care (NC)
  • Population & Public Health (PPH)
  • Management (MGMT)
  • PPH has 4 main competencies (each with several performance

indicators)

  • Additionally, 1 MGMT competency is included in the PPH module form
  • *these competencies are woven into all modules and forms

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Population & Public Health Module: COMPETENCIES & INDICATORS

−Identify information needed to assess food & nutrition-related issues of a group, community or population −Obtain & interpret stakeholder perspective −Obtain & interpret food & nutrition surveillance, monitoring & intake data −Obtain & interpret health status data −Obtain & interpret info relating to the determinants of health −Obtain & interpret info related to food systems & food practices −Identify relevant group, community or population assets

  • r resources

−Integrate findings to identify priorities for population health related to food & nutrition

Assess food & nutrition related issues of groups, communities & populations

(8 indicators)

Develop population health plan

(4 indicators)

Implement population health plan

(1 indicator)

−Identify goals & objectives for population health related to food & nutrition −Identify appropriate strategies to meet goals & objectives for population health −Develop action plan for population health −Identify strategies & timelines to monitor & evaluate − Contribute to the coordination & delivery of population health activities related to food & nutrition

Evaluate & modify population health plan as appropriate

(2 indicators)

−Contribute to evaluating the effectiveness of population health activities for a group, community or population −Propose modifications to population and/or public health activities to increase effectiveness

Manage projects

(8 indicators)

As part of project management process, − Refine project focus − Identify goals & objectives − Identify strategies to meet goals & objectives − Determine evaluation approaches − Develop an action plan with timelines and role delineation − Coordinate implementation of an action plan − As part of project assignments: develop education material(s)*; provide group education*

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Population & Public Health Module: COMPETENCIES & INDICATORS

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ICDEP knowledge areas related to PPH Module:

  • Food
  • Health System in Canada
  • Human Nutrition Across the Lifespan
  • Population Food Systems and Food Security
  • Population and Public Health

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What Should Year 5 Students Know On 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

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What Should Year 5 Students Know On Day 1 of Practice Education?

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Knowledge, comprehension and/or application of knowledge related to POPULATION FOOD SYSTEMS and FOOD SECURITY

  • Food production, preparation, processing, distribution and waste

management

  • Global and local food systems and factors affecting the supply of food
  • Sustainable food practices
  • Food markets and marketing of food
  • Factors affecting access to food
  • Disaster planning
  • Food consumption patterns and trends

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What Should Year 5 Students Know On Day 1 of Practice Education

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Knowledge, comprehension and/or application of knowledge related to POPULATION & PUBLIC HEALTH

  • Frameworks for population and public health
  • Strategies for public and population health including health

promotion, education, advocacy, community development and partnerships

  • Policies, standards and guidelines for public health nutrition
  • Values and philosophy of public and population health
  • Program planning in public and population health
  • The social determinants of health

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What Should Year 5 Students Know On Day 1 of Practice Education

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Population & Public Health Module: KEY RESOURCES

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PPH Module Form

  • Student Placement Planning &

Learning Activities Checklist starts on page 2 (includes module requirements)

  • Performance Evaluation section

starts on page 5

DOWNLOAD HERE:

Dietetics Practice Education website

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DOWNLOAD HERE:

Dietetics Practice Education website

Population & Public Health Module: KEY RESOURCES

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CLICK HERE TO VISIT THE UBC DIETETICS WEBSITE

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

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Population & Public Health Module: KEY RESOURCES

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Population & Public Health Module: KEY RESOURCES

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CLICK HERE TO VISIT THE DIETETICS PRACTICE EDUCATION SITE

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Population & Public Health Module: KEY RESOURCES

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Population & Public Health

PRECEPTOR PANEL

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Barbara Crocker

City-wide Public Health Dietitian Vancouver Coastal Health

Margaret Yandel

Policy Lead, Office of the Provincial Dietitian Ministry of Health, Population Public Health Division

Rola Zahr

Manager, Provincial Healthy Eating Programs Provincial Health Services Authority

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Approaches to common challenges shared by PPH preceptors?

− Year 5 students may lack some foundational PPH knowledge − Determining projects: how many, appropriate scope given 4-week placement, meaningful for student/organization − Roles in practice not always population focused (difficult to meet competencies) − Meeting all competencies/performance indicators in short time-frame − Providing diverse and engaging experiences given constraints of roles and/or non-modifiable work obligations

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Population & Public Health

PRECEPTOR PANEL

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Population & Public Health Module: SESSION WRAP-UP

Final considerations for working with Year 5 Dietetics Students:

  • 1. Reminder: Thursday half-days

To work on research module, UBC/site-led education sessions, self- directed learning

  • 2. Safety orientation

Site-specific orientation may be needed, most health authority orientation geared to clinical settings

  • 3. Philosophy of student-directed learning in the program

Year 5 students are responsible for owning their learning and ensuring they are on track to meet competencies

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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

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

Your core site coordinator (CSC)

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

concern a year 5 student will not pass)

  • Local preceptor resources
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Population & Public Health Module: SESSION WRAP-UP

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Want to share your feedback with us? 1. Preceptor satisfaction survey every 2 years (look out for email in May 2021) 2. Module and form feedback survey (can fill out any time before April 2020) Want to explore other preceptor resources? 1. Check-out the Preceptor Orientation slides (for newer 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 and/or submit ideas for what you’d like to see in future sessions: https://www.surveymonkey.com/r/X8QKDKW

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YEAR 5 STUDENTS & PRECEPTOR FEEDBACK SURVEYS

Feedback collected regularly: 1. Modules and forms: annually (preceptors, Year 5 students, core site coordinators) 2. Year 5 student satisfaction survey: annually 3. Preceptor satisfaction survey: every 2 years Year 5 student and preceptor surveys:

  • Satisfaction measured with Likert scales
  • Open-ended questions: things that work well, opportunities

for improvement

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REFERENCE SLIDES ONLY

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PPH PRECEPTOR SURVEY RESULTS (2015 TO 2019)

  • PPH preceptors: n=11 to 21 in 2015, 2017, 2019
  • Respondents quite satisfied with PPH module experience
  • Average scores of 3.63 to 4.64 out of 5 in 2015, 2017
  • Average scores of 2.78 to 3 out of 3 in 2019
  • Improvement in satisfaction from 2017 to 2019 in all aspects:
  • Students’ academic preparedness
  • Feasibility to offer required learning activities in placement

setting

  • Students’ ability to be self-directed learners

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REFERENCE SLIDES ONLY

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PPH PRECEPTOR SURVEY RESULTS (2015 TO 2019)

  • Things that worked well:
  • Flexibility to meet competencies
  • Self-directed students with general PPH understanding
  • Modules aligned well with steps to complete project
  • Project-based learning; mutually beneficial
  • Variety of experiences available over 1 month timeframe
  • Schedule established prior to beginning of placement
  • Placement scheduled between January and June
  • Students appreciate diversity of experiences, including home care
  • Having students complete daily journal
  • Students coming in pairs; sharing preceptor role
  • Module forms are useful

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REFERENCE SLIDES ONLY

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PPH PRECEPTOR SURVEY RESULTS (2015 TO 2019)

  • Challenges/Improvement Opportunities:
  • Opportunities to include stronger focus on certain topics in academic

coursework that would be beneficial (i.e. cultural competency, social determinants of health, infant nutrition, pediatrics)

  • Community RD work more limited in scope now
  • Could pair students with “buddy”
  • Longer placement in PPH
  • Challenge to meet all requirements/competencies
  • Wording on forms sometimes difficult to interpret/apply in this setting
  • Include DC course on Population Health in students’ academic

preparation

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REFERENCE SLIDES ONLY

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YEAR 5 STUDENT SURVEY RESULTS (2014 TO 2019)

  • All Year 5 students respond to survey (n=32-37), requirement of practice

education

  • High satisfaction with PPH Module

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REFERENCE SLIDES ONLY Aspect 2014/15-2017/18 2018/19

Academic preparedness

3.57 - 4.22 /5 2.44 /3

Feasibility to completes required learning activities

4 - 4.41 /5 2.96 /3

Balance between applied and observational activities-

4 – 4.33 /5 2.81/3

Preceptor communication

  • f performance

expectations

4.35 – 4.5 /5 2.96 /3

Preceptor effectiveness

4.41 - 4.61 /5 2.89 /3

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YEAR 5 STUDENT SURVEY RESULTS (2014 TO 2019)

  • Things that worked well:
  • Independence and flexibility with work/projects; having list of projects to choose from
  • Being self-directed
  • Supportive, passionate preceptors; positive learning environment
  • Great communication with preceptors
  • Adequate guidance from preceptors
  • Balance of exposures at the individual and population levels
  • Interesting projects (and/or preceptors efforts to tailor projects to student interests)
  • Meeting with preceptor on day 1 to discuss projects & placement schedule; regular

check-ins with preceptor

  • “Hands-on” experience balanced with observation
  • Exposure to a variety of experiences and populations
  • Being paired with another year 5 student
  • 4 weeks is good length

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REFERENCE SLIDES ONLY

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Challenges/Improvement Opportunities:

  • Valuable to be involved with a project from start to finish, if feasible
  • Longer module length
  • More hands on activities (versus observation)
  • Preceptor awareness of project requirements (to ensure competencies are met)
  • Better coordination of schedules and roles when multiple preceptors are involved in

supervising (i.e. didn’t spend that much time with preceptor completing evaluation)

  • Needed to do additional readings/learning (beyond what was taught in FNH473)
  • Heavy workload/busy time of year
  • Increased involvement of Year 5 student in preparing the schedule for the 4 weeks and/or

knowing schedule in advance

  • Consider reducing daily journaling to weekly journaling
  • More exposure to a variety of roles and experiences
  • More cultural safety training in academic coursework
  • Sometimes finding a work space was difficult

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YEAR 5 STUDENT SURVEY RESULTS (2014 TO 2019)

REFERENCE SLIDES ONLY