Wednesday, January 29 th , 2014 2:00-3:00 PM ET Audience: All WIC Agencies
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Transcript of Wednesday, January 29 th , 2014 2:00-3:00 PM ET Audience: All WIC Agencies
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Wednesday, January 29th, 20142:00-3:00 PM ETAudience: All WIC Agencies
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VENA BACKGROUND
• 2002 Institute of Medicine Report: Dietary Risk Assessment in the WIC Program.
• Opportunity to refine and improve entire WIC nutrition assessment process.
• VENA Guidance developed by joint FNS/NWA workgroup – issued in April 2006.
• Part of the larger Revitalizing Quality Nutrition Services (RQNS) in WIC initiative.
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VENA BACKGROUND
• The goal of VENA: To expand the purpose of nutrition assessment from eligibility determination to improved & targeted nutrition services.
• VENA & WIC Nutrition Risk = comprehensive nutrition assessment & individualized nutrition services.
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VENA IMPLEMENTATION
• VENA implementation envisioned as an on-going process to allow for continual improvement.
• FY 2007 - WIC State agency VENA implementation plan.
• FY 2010 - VENA implemented. • FY 2014 – VENA II – Revitalizing VENA
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VENA STAFF COMPETENCIES
• VENA Guidance outlines key staff competencies.
• VENA Train-the-Trainer and other resources are available on WIC Works Resource System: http://www.nal.usda.gov/wicworks/Learning_Center/Assessment_VENA.html.
• WIC Learning-on-Line VENA modules.
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Strengthening WIC Nutrition Assessment Skills
Establishing a Competency-to-Training Framework in a Learning Management System
WIC Special Project Grant FY2007 January 2014
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VENA Self-Evaluation
Nutrition AssessmentProcesses
& Practices
Policies
Quality Assurance
& Monitoring
Management
Information System
Staff Competenci
es & Training
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VENA Challenges & Opportunities• Staff competencies were priority focus• Training is principal challenge• Systems approach was needed
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Project Goals & Objectives• Develop and validate a competency model
and an online self-assessment tool:– Validate nutrition assessment competencies– Pilot an online self-assessment tool– Complete three rounds of CPA self-assessments– Pilot test & compare supervisor assessments of CPAs
• Develop, implement and evaluate an online training and documentation component:– Identify and link external courses– Complete competency and training gaps analysis– Develop, test and post 3 new courses– Complete a follow-up survey to assess learner retention
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Theoretical Basis
• WIC Nutrition Workforce Development Needs– WIC is primary funding source (88.6%)– Public health nutrition workforce is increasingly
contracted and/or part-time– WIC nutrition workforce
• Has varied backgrounds• Is both young and seasoned in experience
Haughton B and George A. Survey of the Public Health Nutrition Workforce: 2006-07. Johnstown, PA: ASTPHND, 2007.
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Why a competency model?
• Comprehensive workforce development efforts address training, education, promotion of competencies and their enhancement
• Core WIC nutrition assessment tasks are consistent regardless of CPA background
• VENA policy guidance provided a foundation• Complements Iowa’s accreditation initiative
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Web-Based Learning
• Navigate at own pace• Just-in-time training• Access when needed• Shorter learning time• Greater retention• Consistent training• Saves travel time
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Learning Management Systems (LMS)
• Analyze needs for training• Access online courses• Access experts and credible resources• Obtain/file CEU transcripts• Receive rapid learner feedback and evaluation• Partner with academia and other public
health programs
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Competency Development and Validation
Competency Work Group 112/07 to 3/08
& 7/08
Competency Work Group 2
4/08 to 7/08
Online self-assessment tool
Pilot 9/08Open to staff 11/08
Project Advisory
Committee
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Competency ModelDomain Number of Statements
Anthropometric and Hematological 15
Communication 11
Critical Thinking 14
Multicultural Awareness 12
Nutrition Assessment Process 15
Principles of Life Cycle Nutrition 18
TOTAL 85
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Uses of the Competency Set
• Self-assessment tool Use as part of annual review process Support individual professional development plans Compile aggregate data for state training plans Incorporate into LMS or complete on paper
• Competencies Draft job descriptions Staff development and training plans
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Defining Topics for Courses
• Aggregate data from CPA self-assessments• Environmental scans• Additional feedback about multi-cultural awareness– WIC Coordinators– Online survey for local agency CPAs– Subject matter experts
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Goals for the Online Courses• Approximately 2 hours to complete• Content in chunks or modules• Stop/start and progress is saved• Interactive components for different learning styles• Emphasis on critical thinking skills• Content relevant to CPAs across the country• Content relevant across practice settings • Pre-/post-tests and other review strategies • PDF files so learners can print• Nursing and dietitian CEUs
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Development Process• Subject matter experts + project staff: Objectives, learning
objects, script &reference materials
• Technical staff: Instructional activities
• Local WIC agency CPAs + one state nutrition consultant: Course pilot tests
• Test item writers: Pre/post-test questions
• Project staff: Test item analysis
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Course 1 Overview• Goals• CEUs• Released: August 2009• Transferability–Varying staffing models–State policies
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Course 2 Overview
• Goals• CEUs• Released: July 2010
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Course 3 Overview
• Goals• CEUs• Released: September 2010
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Project Data
• Course Utilization– Hemoglobin Screening: Data Collection,
Assessment and Implication• 299 enrolled; 169 completed; 111 requested CEUs
– Recognizing Cultural Influences on Food Beliefs and Practices• 165 enrolled; 79 completed: 37 requested CEUs
– Cross-Cultural Communication and Nutrition Assessment• 247 enrolled; 167 completed; 45 requested CEUs
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Course Requirements
• Iowa WIC Staff
• Iowa State University – Dietetic Interns
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Accessing the Course
• Prepare Iowa Training-Sourcehttp://prepareiowa.training-source.org/
• WIC Works Resource System: Sharing Gallery – Special Project Grants
http://www.nal.usda.gov/wicworks/Sharing_Center/gallery/special_grants3.html
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Identify External Courses
• Attractiveness – Design principles used effectively, same fonts used consistently and font size appropriate for screen sizes
• Organization – Goals/objectives stated clearly, navigation clear and logical, learner knows what to do and is expected of them
• Interactivity – Clean page layout and not distracting, variety of course activities, no broken links, content appropriate for learner, content not too heavy on text
• Accessibility – Course accessed easily, redundant navigation, alternate formats for screen readers
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Topics in Linked External Courses
• Cross-Cultural Communication• Growth Charts• Nutrition for Children with Special Health Care
Needs• Health Literacy & Public Health• Nutrition and Oral Health for Children• WIC Learning Online Modules
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Project TeamProject Coordinator:Brenda Dobson, MS, RD, LDProject [email protected] WIC ProgramIowa Department of Public Health515. 281.7769
University of Iowa College of Public Health
Project Team:Dawn Gentsch, MPH, CHESEducation CoordinatorWith project 10/1/07 - 5/19/[email protected]
Diane Heckman, Kylie Davidson,
Maria Osterhaus Scott andMaureen MyshockProject Assistants
Nor Abd Hamid, PhD andDena Fife, MAInstructional Designers
Tanya Uden-Holman, PhDEvaluation [email protected]
This project funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service.
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For More Information
• Kimberly Stanek, RD, [email protected]
• Brenda Dobson, MS, RD, [email protected]
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Additional Questions
• If you have additional questions about Iowa WIC’s project, please contact Brenda Dobson:• [email protected]
515.281.7769
• If you have questions about VENA in general please contact your respective FNS Regional office.
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Thank you!
• Thank you for your participation. • Thank you for your hard work.• Stay tuned for the next webinar.