Syllabus PubH 6995 Summer 2014 5-28-14sph.umn.edu/site/docs/syllabi/2014_Summer/SU14_6995.pdf ·...

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PubH 6995 Community Nutrition Practicum -‐ Course Syllabus Summer 2014

Credits: 8 credits, 392 hours

Meeting Days/Time: Online: June 16 -‐ August 22, 2014 (10 weeks)

In person: Tuesday, August 26, 8:30am – 4:00pm (WBOB 142)

Instructor: Aida Miles, MMSc, RD, LD

Office Address: 330 West Bank Office Building, 1300 South Second Street, Minneapolis, MN 55454

Office Phone: 612-‐625-‐5865; cell: 651-‐829-‐0660; Fax: 612-‐624-‐9328; E-‐mail: [email protected]

Office Hours: By appointment

I. Course Description

This course will provide didactic and experiential learning opportunities in community nutrition program delivery and management. Students will complete at least 40 hours of experiential learning each week, for a total of 10 weeks, guided by an on-‐site preceptor. Weekly online course content which supports the experiential learning is required. At the end of the course, students will present, using Pecha Kucha, a summary of lessons learned to an audience composed of fellow students and incoming students.

II. Course Prerequisites

Must be a student in the Public Health Nutrition Program who has completed at least 2 semesters of public health nutrition coursework.

III. Practicum and Course Goals and Objectives

Overall Goal: Gain knowledge and skills in planning, implementation, evaluation, monitoring and administration of public health / community nutrition programs and services.

Supervised Practice Learning and Professional Development Objectives:

1. Develop and deliver products, programs or services that promote consumer health, wellness and lifestyle management merging consumer desire for taste, convenience and economy with nutrition, food safety and health messages and interventions. (CRD 3.3)

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2. Demonstrate professional attributes such as advocacy, customer focus, risk taking, critical thinking, flexibility, time management, work prioritization and work ethic within various organizational cultures. (CRD 2.11)

3. Demonstrate active participation, teamwork and contributions in group settings. (CRD 2.5)

4. Establish collaborative relationships with internal and external stakeholders to facilitate individual and organizational goals. (CRD 2.10)

Activities:

Students and preceptors will discuss potential activities. The student will list up to 5 activities on the electronic contract.

IV. Methods of Instruction and Work Expectations

This course will consist of a minimum of 40 hours per week of supervised practice over a period of 10 weeks, within a public health/ community nutrition program or organization whose work encompasses health promotion / disease prevention.

In addition, students will participate in readings and discussions with other CMP students via the course’s Moodle site.

During the rotation students will gather materials to develop an online portfolio, which will be completed by the end of the rotation and undergo peer review. These activities will take place outside of the supervised practice hours.

V. Course Text and Readings

No textbook is required. Supplemental readings and course activities are available on the class website.

VI. Course Outline/Weekly Schedule

The weekly schedule for the supervised practice rotation will be determined by the primary preceptor and will differ for each student.

Activities and projects that students are involved in will also be determined by the primary preceptor and will differ for each student.

The following topics should be covered at all supervised practice sites to help familiarize the student with the organization’s structure and operation. Students will be asked to provide information regarding the following topics throughout the summer via postings on the class website’s discussion forum.

• Review the organizational structure/ organizational chart of the facility/ organization.

• Review funding sources for the facility/organization.

• Discuss the process of recruiting and selecting new staff, including ideal candidate characteristics, interview process and selection criteria.

• Discuss the process used at the facility/organization for staff review. If possible, look at a blank employee evaluation form. Discuss frequency of formal and informal evaluations and feedback from superiors.

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Online Course Schedule

During the 10 weeks of this course you will have assignments, discussions and will create an electronic portfolio that showcases your supervised practice experience.

These activities are meant to enhance your learning, encourage critical thinking, help you recall important topics covered in class, and organize your accomplishments to share with others.

The following is an overview of activities that need to be completed over the next 10 weeks:

Discussions:

Some weeks will include a question that you need to answer. In addition to answering the question, you need to post a comment to a response from a fellow student. You can comment as many times as you want to fellow students’ entries, but you are only required to comment once for each question.

Portfolio:

You will create an electronic Portfolio to showcase your supervised practice experience. In Week 9 (Moodle) you will find directions for completing the portfolio. You will also find the peer evaluation review rubric, which you will use to rate fellow students' portfolios. As you prepare your portfolio, keep in mind the evaluation criteria.

The portfolio should include a compilation of projects and materials compiled during the rotation. The portfolio will serve as a resource to document completion of required activities, innovation in development of projects or educational materials, and proficiency in computer and electronic media skills. The two portfolio platform options are eFolioMinnesota (recommended): http://www.efoliominnesota.com/ and the U of MN electronic Portfolio found in my at: https://portfolio.umn.edu/ . Students have freedom to design their portfolio in any way they want as long as the required elements are included. Guidelines regarding what to include in your portfolio can be found on the Course’s Moodle site. Competencies:

Each student is starting and ending rotations at different times. You are responsible for making sure that the document with additional Competencies Completed is filled out, reviewed with the preceptor, and signed by the preceptor by the end of your experience. The signed page is due to Aida Miles (original or scanned copy). The form with the competencies is also due electronically and should be submitted as an Assignment. Both the form with additional competencies and the competencies (Assignment) are available in Week 10 (Moodle).

Week 1- Monday, June 16 to Sunday, June 22, 2014

Discussion Week 1: In the discussion section, describe very briefly your practicum facility and the activities you will be involved in (or are already involved in) this summer. You should post this week by 11:50 pm Sunday, June 22 and respond to a fellow student’s entry by 11:50 pm on Sunday, June 29.

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Week 2- Monday, June 23 to Sunday, June 29, 2014

Assignment 1, Week 2: Nutrition surveillance is an important aspect of public health, and it serves as the monitoring aspect of the Academy of Nutrition and Dietetics’ Nutrition Care Process. This week you will research nutrition surveillance in the U.S. and submit a document with the answers to the following questions:

1. Nutrition Surveillance

a. What is meant by nutrition surveillance?

b. Why is it conducted in the US?

c. Do other countries also conduct nutrition surveillance?

2. Nutrition Monitoring

a. Describe what the National Nutrition Monitoring and Related Research Program (NNMRP).

b. When it was created?

c. Why it was created?

d. Who runs it?, and

e. What has its impact been?

3. NHANES

a. What is NHANES?

b. List some of the nutrition information that is gathered through NHANES.

c. How has the NHANES series affected health in the United States?

4. What we eat in America

a. What is the What We Eat in America Survey?

b. Who conducts this survey?

c. How many days of dietary intake are collected?

d. How do the days of collection differ?

e. Describe the data collection instrument used.

5. BRFSS

a. What is the Behavioral Risk Factor Surveillance System (BRFSS)?

b. Using BRFSS, find 2012 prevalence data on overweight and obesity for the STATE where you are in right now.

c. Compare this state’s prevalence of overweight/obesity with nationwide data (States and DC) for 2012.

The document is due by 11:50 pm on Sunday, June 29. Discussion Week 2: Reflect on how any aspect of nutrition surveillance affects the agency / facility where you are at this summer. You should post on the discussion board by Sunday, June 29 at 11:50pm, and comment on fellow students' posts by Sunday, July 6 at 11:50 pm.

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Week 3 – Monday, June 30 to Sunday, July 6, 2014

NOTE: Students are not required, by the program, to work on July 4th. It is up to the primary preceptor if students should work this day or not. Students who are NOT required by the preceptor to work on July 4th do NOT need to make up the hours.

Assignment 2, Week 3: Nutrition information gathered through surveillance and research gets translated into health and nutrition guidance. This week you will research some of these guidelines. Submit a document with the answers to the following questions:

1. Dietary Guidelines for Americans

a. What are the Dietary Guidelines for Americans?

b. What is their target population? How often are they updated?

c. What is involved in the update process?

d. Watch portions of the 2015 Dietary Guidelines Advisory Committee’s Public Oral Testimony from January, 2014 at: http://videocast.nih.gov/summary.asp?Live=13448&bhcp=1

i. Comment on any of topics from any of the public comments made: what are your thoughts? If you were a member of the 2015 DGAs advisory committee, what would you do with the information presented during public oral testimony? – NOTE: This is also your discussion topic this week.

2. Physical Activity Guidelines

a. What are the Physical Activity Guidelines for Americans?

b. Which age groups do they cover?

c. What are the physical activity guidelines for someone like you (age) in terms of amount of time, frequency and intensity?

d. Think about a family member that is not in your age category. What are the physical activity guidelines for this person (time, frequency, intensity)?

This assignment is due by 11:50 pm, Sunday, July 6.

Time Sheet time! Please submit your June time sheet in this week in the Moodle

site for this course.

Discussion Week 3:

NOTE: This is also a question in your assignment, which you are submitting this week. Watch portions of the 2015 Dietary Guidelines Advisory Committee’s Public Oral Testimony from January, 2014 at: http://videocast.nih.gov/summary.asp?Live=13448&bhcp=1

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Comment on any of topics from any of the public comments made: What are your thoughts? If you were a member of the 2015 DGAs advisory committee, what would you do with the information presented during public oral testimony?

You should post on the discussion board by Sunday, July 6 at 11:50 pm, and comment on fellow students' posts by Sunday, July 13 at 11:50 pm.

Week 4- Monday, July 7 to Sunday, July 13, 2014

Assignment 3 (Week 4): Nutrition information gathered through surveillance and research gets translated into health and nutrition guidance. Guidance gets translated into information and programming for the public. This week you will look into consumer messaging and programming. Submit a document with the answers to the following questions:

1. My Plate a. What is My Plate (ChooseMyPlate.gov) based on? In other words, what is the scientific backing

for the recommendations included in MyPlate? b. What is your opinion on how effective MyPlate is in communicating healthy eating messages to

people that live in the U.S.? c. What strengths and weaknesses do you see?

2. Dietary Guidance around the world a. Find dietary guidance from another country. b. Compare and Contrast My Plate’s recommendations (or the DGAs) with

what is recommended in this country. Do you think the U.S. should adopt any of what this country’s recommendations are? Why or why not?

i. Here are some ideas of countries/controversies about dietary guidance, with & without media commentary:

1. Brazil: http://www.weightymatters.ca/2014/03/guest-‐post-‐are-‐brazils-‐new-‐national.html

2. 10 Pyramids-‐ Huffington Post, 2011: http://www.huffingtonpost.com/food-‐republic/food-‐pyramids-‐around-‐the-‐world_b_874409.html

3. USDA/NAL (Note – not all the links on this page work): http://fnic.nal.usda.gov/professional-‐and-‐career-‐resources/ethnic-‐and-‐cultural-‐resources/dietary-‐guidelines-‐around-‐world

3. The FDA is proposing changes to the food label. Information can be found here, and in the links on this page: http://www.fda.gov/Food/NewsEvents/ConstituentUpdates/ucm385666.htm

a. What is your opinion about the proposed changes? b. The FDA has extended a comment period on the proposed nutrition label until August 1st. Draft

a comment for each of the comment questions. Keep in mind that EACH and EVERY comment is read and review by staff, so make sure your comment is formal and substantiated. Think about what you can contribute to this decision. Personal and informed perspectives are essential. If you are comfortable, submit your comment at this site: http://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsRegulatoryInformation/LabelingNutrition/ucm385663.htm

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i. Comment 1: Food Labeling: Revision of the Nutrition and Supplement Facts Label ii. Comment 2: Serving Sizes of Foods that can Reasonably be Consumed at One-‐Eating

Occasion; Dual-‐Column Labeling; Updating, Modifying, and Establishing Certain Reference Amounts Customarily.

The document is due by Sunday, July 13 at 11:50 pm.

Discussion Week 4:

Write a brief opinion on any ONE aspect of the proposed changes to the food label in the U.S. You should post on the discussion board by Sunday, July 13 at 11:50 pm, and comment on fellow students' posts by Sunday, July 20 at 11:50 pm.

Week 5 – Monday, July 14 to Sunday, July 20, 2014

Assignment 4, Week 5:

Visit the USDA website and find out about US Nutrition Assistance Programs

This is a link: http://fnic.nal.usda.gov/nutrition-‐assistance-‐programs/us-‐nutrition-‐assistance-‐programs

Find a program that you are not as familiar with, and complete the following information about it. Note that you may answer one question under “what”, instead of “how”, and that is OK. As long as you provide a complete description, your entry will be complete.

1. What:

a) Name of program b) Brief description (what is it?) c) What is available via this program? What type of food or product? List

some foods or products. d) What makes it different from other food assistance programs? (For

instance, if you are looking at SNAP, how does it differ from WIC?)

2. Who:

a) Who administers/ manages the program? b) Who is eligible?

3. How:

a) How do people qualify? b) How does it operate (if not covered earlier)? c) How widely available is it? For instance, is it available in all states and territories?

4. Why:

a) Why is this program available? This may include some history, this could also be hard to find, so you may need to think about why you think this program was established.

5. What did you learn?

a) List something about this program that you did not know about ahead of time and that SURPRISED you.

The document is due by 11:50 pm, Sunday, July 20.

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Discussion 5, Week 5:

This week, post a brief description of the food assistance program that you researched, and state what surprised you about it (or something new that you learned).

You should post on the discussion board by Sunday, July 20 at 11:50 pm, and comment on fellow students' posts by July 27 at 11:50 pm.

Week 6- Monday, July 21 to Sunday, July 27, 2014

The Association of State Public Health Nutritionists (ASPHN) is one of the “best kept secrets” for people like us who have an interest in public health and community nutrition. It has traditionally been composed of Public Health Nutrition Directors, although membership has been expanding over time. It has a wide range of helpful resources for nutrition professionals who work in public health.

This week, explore the ASPHN website and use the discussion forum to comment on a resource or information that was new to you.

Website: http://www.asphn.org/

There is no written assignment due this week, only your discussion post.

Discussion 6: Visit the ASPHN website and find information or a resource that is new to you. In the discussion forum, tell fellow students about this information/resource. You can talk about what caught your attention, and/or in what type of job you think this type of information/resource would come in handy. You should post on the discussion board by July 27 at 11:50 pm, and comment on fellow students' posts by August 3 at 11:50 pm.

Week 7 – Monday, July 28 to Sunday, August 3, 2014

Food Safety News is a private/sponsored website that publishes news and commentaries about food and nutrition on a daily basis. It includes a Nutrition & Public Health site:

http://www.foodsafetynews.com/sections/nutrition-‐public-‐health/#.U4Cle_ldWSo

In the forum you will be discussing one news item/story or commentary. There is no written homework/submission for this week.

Discussion 7, Week 7:

Visit the Food Safety News site and review some of the news/commentaries present. Pick one news/story/commentary that intrigues you. In the discussion forum, state which piece of news or story you selected, and include your opinion about it. Include the following information in your post: Do you agree with what is posted? Why or why not? Are there aspects or angles that the story is not including/covering? As a public health nutrition professional you will be constantly challenged to stay

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on top of current information and to also be able to provide commentary that is evidence based. How do you envision being able to do this?

You should post on the discussion board by Sunday, August 3 at 11:50 pm and comment on fellow students' posts by Sunday, August 10 at 11:50 pm.

Time Sheet time! Please submit your July time sheet in this week in the Moodle

site for this course.

Week 8- Monday, August 4, to Sunday, August 10, 2014

Work on your portfolio! No homework submission and no discussion forum this week!

Week 9- Monday, August 11 to Sunday, August 17, 2014

Each student is required to complete an electronic portfolio throughout the practicum.

Your Portfolio MUST be finalized and shared with the instructor and 3 fellow students no later than 11:50 AM (MORNING) on Sunday, August 17, 2013.

You will need to review 3 fellow students’ portfolios and submit an evaluation form for each, no later than 11:50 AM (MORNING) on Friday, August 22, 2013.

Summer 2014 Review of Portfolio:

Your Name – UMN address students will use to give you access to their Portfolio

Need to give Access to your Portfolio to Aida Miles ([email protected]) and to the 3 fellow students below. Refer to their UMN ID after their name on the 1st column. Use their UMN email address to give them access.

Julie (arndt096) Hannah, Liana, Fiona

Jackie (billh002) Liana, Hannah, Katie

Allison (barth163) Fiona, Katie, Hannah

Mikaela (robe1068) Katie, Fiona, Liana

Megan (sinc006) Mikaela, Allison, Jackie

Katie (coste146) Megan, Mikaela, Allison

Fiona (dunca294) Allison, Megan, Julie

Liana (schre164) Jackie, Julie, Megan

Hannah (snide068) Julie, Jackie, Mikaela

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Week 10- Monday, August 18 to Friday, August 22, 2014

Please submit the document with additional competencies (last page signed by preceptor). This is submitted electronically as an Assignment, which is posted in Moodle, at the top of the site, under Course Resources and Quick Links. The electronic copy should be submitted Friday, August 22, by 11:50 AM. The signed copy can be mailed to Aida or scanned and emailed (address is on the competencies document).

Time Sheet time! Please submit your August time sheet in this week in the

Moodle site for this course.

Presentations Directions for Presentations-‐ Tuesday, August 26, 8:30am -‐ 4pm, WBOB 142 Each student will have ~10-‐15 minutes. You will develop a modified Pecha Kucha™ presentation, which involves presenting 20 slides, each for 20 seconds. This is challenging, so make sure you practice. What to include:

1. An introductory slide that can be longer than 20 seconds (up to 1 minute). 2. 18 slides, each 20 seconds long. 3. A final slide, that can be longer than 20 seconds (up to 1 minute). 4. Tell the audience about your community/public health rotation in general terms. 5. Highlight some of the main lessons you learned during your rotation.. 6. If you want to, you can include information that is not related to your community nutrition rotation, highlighting lessons learned over the past year (as long as you also include at least a couple of slides about your community rotation). Some links about Pecha Kucha™ are below. How to: https://www.youtube.com/watch?v=l9zxNTpNMLo

Some Helpful hints: https://www.youtube.com/watch?v=L31SwpN1dAc

Presentation tips: http://www.speakingaboutpresenting.com/presentation-‐skills/pecha-‐kucha-‐presentation/

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VII. Evaluation and Grading

Assignment Points & % of Final Grade

Portfolio 100

Portfolio Peer Review 15

Discussions (6/post, 2/response) 56

Assignments 99

Presentation (Pecha Kucha) 30

Total possible points 300

Grading Scale

A = 93-‐100%

A-‐ = 90-‐92.9% C-‐ = 70-‐72.9%

B+ = 88-‐89.9% D+ = 68-‐69.9%

B = 83-‐87.9% D = 60-‐67.9%

C+ = 78-‐79.9% D-‐ = 58-‐59.9%

C = 73-‐77.9% F = < 58%

Discussions

The instructor will post discussion questions on the course’s Moodle site. Students need to respond to discussion questions and review the postings of fellow classmates. Students should try to respond to as many of their classmate’s posts as they can, with a minimum of responding to 1 posting for each discussion topic.

Discussion postings NEED to be short, yet substantive and professionals. Responses should also be short yet thoughtful and insightful. Saying “good job” or “I agree” is not sufficient. All postings need to be on the website by the assigned date, and all responses should be posted within a week of the assigned date. For instance, if a posting is due on June 1st, all responses to that posting should be done no later than June 7th. It is expected that posts will not contain grammatical or spelling errors and will be written in full sentences.

Course Evaluation Beginning in fall 2008, the SPH will collect student course evaluations electronically using a software system called CoursEval: www.sph.umn.edu/courseval. The system will send email notifications to students when they can access and complete their course evaluations. Students who complete their course evaluations promptly will be able to access their final grades just as soon as the faculty member renders the grade in SPHGrades: www.sph.umn.edu/grades. All students will have access to their final grades through OneStop two weeks after the last day of the semester regardless of whether they completed their course evaluation or not. Student feedback on course content and faculty teaching skills are an important means for improving our work. Please take the time to complete a course evaluation for each of the courses for which you are registered.

Incomplete Contracts A grade of incomplete “I” shall be assigned at the discretion of the instructor when, due to extraordinary circumstances (e.g., documented illness or hospitalization, death in family, etc.), the student was prevented from completing the work of the course on time. The assignment of an “I” requires that a contract be initiated and completed by the student before the last official day of class, and signed by both the student

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and instructor. If an incomplete is deemed appropriate by the instructor, the student in consultation with the instructor, will specify the time and manner in which the student will complete course requirements. Extension for completion of the work will not exceed one year (or earlier if designated by the student’s college). For more information and to initiate an incomplete contract, students should go to SPHGrades at: www.sph.umn.edu/grades.

University of Minnesota Uniform Grading and Transcript Policy -‐ A link to the policy can be found at onestop.umn.edu.

VIII. Other Course Information and Policies

Grade Option Change (if applicable) For full-‐semester courses, students may change their grade option, if applicable, through the second week of the semester. Grade option change deadlines for other terms (i.e. summer and half-‐semester courses) can be found at onestop.umn.edu.

Course Withdrawal Students should refer to the Refund and Drop/Add Deadlines for the particular term at onestop.umn.edu for information and deadlines for withdrawing from a course. As a courtesy, students should notify their instructor and, if applicable, advisor of their intent to withdraw.

Students wishing to withdraw from a course after the noted final deadline for a particular term must contact the School of Public Health Office of Admissions and Student Resources at sph-‐[email protected] for further information.

Student Conduct Code The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.

As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.

Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-‐based requirements or related activities."

Use of Personal Electronic Devices in the Classroom Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.

Scholastic Dishonesty You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional

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endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.

The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-‐e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

Makeup Work for Legitimate Absences Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.

Appropriate Student Use of Class Notes and Course Materials Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html.

Sexual Harassment "Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

Equity, Diversity, Equal Opportunity, and Affirmative Action The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf.

Disability Accommodations The University of Minnesota is committed to providing equitable access to learning opportunities for all students. Disability Services (DS) is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.

If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DS at 612-‐626-‐1333 to arrange a confidential discussion regarding equitable access and reasonable accommodations.

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If you are registered with DS and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course.

For more information, please see the DS website, https://diversity.umn.edu/disability/.

Mental Health and Stress Management As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

Academic Freedom and Responsibility: for courses that do not involve students in research Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.*

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college (Dr. Kristen Anderson, SPH Dean of Student Affairs), or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.

* Language adapted from the American Association of University Professors "Joint Statement on Rights and Freedoms of Students".

Template update 9/2013

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Public Health 6995 – Community Nutrition Practicum

Summer 2014 Additional Competencies

Students-‐ Please use the following checklist to document completion of additional competencies during your rotation. Briefly describe the activities that you have completed to meet the competencies. If there is no opportunity to complete a competency, just check “no” (no explanation needed). Examples of how the competency can be met are provided, but note that this is not an all inclusive list. Please note that this is a very long list of POSSIBLE competencies you may meet during the community practicum. You are NOT expected to meet all of these! During the last week of your rotation, please review with your RD preceptor. Make any revisions if needed per preceptor’s input. Have the form signed by your preceptor at the end of the community rotation. Goals, Objectives, Competencies Completed (check or X) Summary / Explanation of

how it was completed Yes No opportunity

ACEND Competencies with Examples of activities to meet Competencies (actual activities can differ from examples. You can write in other activities that meet that competency).

CACP 1.1: Identify characteristics of public health and nutrition systems. Examples: Discuss with preceptor and/or appropriate staff the goals and purpose of the agency and how it impacts the health and nutrition of the population served.

CACP 1.2: Describe relationships between public health and nutrition systems and community programs. Examples: Research public health/community nutrition programs available for the group and determine if these are being utilized.

CACP 2.1: Understand effects of linguistic and cultural diversity in the health status of individuals and populations. Examples: Determine if linguistic and cultural diversity are factors affecting the target group.

CACP 2.2: Assess and address issues of health literacy in individuals and populations. Examples: Determine if health literacy is a problem amongst the target group.

CACP 2.3: Describe and address factors associated with and the effects of health disparities in nutrition programs and services for individuals, communities and populations. Examples: Demonstrate an understanding of health disparities throughout the practicum when pertinent.

CRD 2.1 Practice in compliance with federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice and Code of Ethics for the Profession of Dietetics. Examples: Review policies, procedures, regulations and statutes that govern the institution or agency. Review the organizational chart. Done in orientation: Review the AND Scope of Dietetics Practice Framework, Standards of Professional Performance and Code of Ethics for the Profession of Dietetics.

CRD 2.2: Demonstrate professional writing skills in preparing professional communications. (Tip: Examples include research manuscripts, project proposals, education materials, policies and procedures.)

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Goals, Objectives, Competencies Completed (check or X) Summary / Explanation of how it was completed Yes No

opportunity Example: Demonstrate professional writing skills when completing projects for the institution or agency. CRD 2.3 Design, implement and evaluate presentations to a target audience. (Tip: A quality presentation considers life experiences, cultural diversity and educational background of the target audience.) Example: Design and implement a presentation and reflect on whether or not the above criteria were taken into account during preparation and delivery.

CRD 2.5: Demonstrate active participation, teamwork and contributions in group settings. Example: Be an active participant in group discussions and demonstrate teamwork.

CRD 2.8: Apply leadership skills to achieve desired outcomes. Example: Demonstrate leadership skills when interacting with staff, when participating in meetings, serving on committees and when interacting with the population served.

CRD 2.9: Participate in professional and community organizations. Examples: When able to, attend local professional or community organization meetings and participate in discussions. Serve as a volunteer in sponsored activities when able to.

CRD 2.10: Establish collaborative relationships with other health professionals and support personnel to deliver effective nutrition services. (Tip: Other health professionals include physicians, nurses, pharmacists, etc.) Example: Exemplify active collaboration with clients, staff, and managers. When able to, participate in meetings and discussions with other organizations that have similar goals.

CRD 2.11: Demonstrate professional attributes within various organizational cultures. (Tip: professional attributes include showing initiative and proactively developing solutions, advocacy, customer focus, risk taking, critical thinking, flexibility, time management, work prioritization and work ethic.) Examples: Demonstrate critical thinking and problem-‐solving skills in client interactions, when assigned projects and when participating in meetings. Demonstrate flexibility in adjusting work schedules to meet the needs of the patient/client and the facility. Demonstrate the ability to prioritize the workload.

CRD 2.12: Perform self-‐assessment, develop goals and objectives and prepare a draft portfolio. Example: To be done as part of PubH 6995 course: complete an online portfolio showcasing accomplishments during community nutrition practicum.

CRD 3.2: Demonstrate effective communications skills for clinical and customer services in a variety of formats. (Tip: Formats include oral, print, visual, electronic and mass media methods for maximizing client education, employee training and marketing.) Examples: Develop and deliver an in-‐service, class or lecture for clients or staff. Develop handouts and utilize visual aids. If possible, advertise via flyers, newsletters or other routes.

CRD 3.3: Develop and deliver products, programs or services that promote consumer health, wellness and lifestyle management. Tip:

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Goals, Objectives, Competencies Completed (check or X) Summary / Explanation of how it was completed Yes No

opportunity students/interns should consider health messages and interventions that integrate the consumer’s desire for taste, convenience and economy with the need for nutrition, food safety). Examples: Prepare and conduct a curriculum, educational experience or presentation for a group. Take into account the group’s eating habits, demographics and socio-‐economic status when planning and delivering the product. CRD 4.1: Participate in management of human resources Example: Discuss the process of recruiting and selecting new staff, including ideal candidate characteristics, interview process and selection criteria.

Discuss the process used at the facility/organization for staff review. If possible, look at a blank employee evaluation form. Discuss frequency of formal and informal evaluations and feedback from superiors.

CRD 4.3: Participate in public policy activities, including both legislative and regulatory initiatives. Examples: Describe legislation and regulations that govern the facility being served. When able to, participate in a public policy activity related to the needs of the facility or population served.

CRD 4.5: Use current informatics technology to develop, store, retrieve and disseminate information and data. Example: Use current informatics technology to develop projects, materials, complete assignments and complete a portfolio during the rotation.

CRD 4.6: Analyze quality, financial or productivity data and develop a plan for intervention.

CP 4.9: Analyze financial data to assess utilization of resources. CP 4:10: Develop a plan to provide or develop a product, program or service that includes a budget, staffing needs, equipment and supplies.

Student: your typed name will serve as your signature. Please see below, actual preceptor signature is required.

Student signature & date:

Preceptor name and date of review:

Student: Please e-‐mail completed form to Aida Miles at [email protected].

I have reviewed and approved the information included in the Community Rotation Goals, Objectives & Competencies Evaluation form with the following student.

Preceptor’s Signature:__________________________

Preceptor’s Name: ____________________________

Facility Name:_______________________________

Student Name: _______________________________

Date: ______________________________________

Syllabus PubH 6995 Summer 2014 5-28-14sph.umn.edu/site/docs/syllabi/2014_Summer/SU14_6995.pdf ·...

Documents

Transcript of Syllabus PubH 6995 Summer 2014 5-28-14sph.umn.edu/site/docs/syllabi/2014_Summer/SU14_6995.pdf ·...