UBC Dietetics Program FEED Preceptor Teleconference May 3, 2016 To join the teleconference: From the Vancouver area, call From outside Vancouver, call toll-free After calling the number, enter the password, # Management Module Preceptors: A session just for you!

 Why this session?  Introductions

1. Management Module ‘need to know’ 2. Key resources to support you 3. Preceptor networking/discussion  Successes and tips  Approaches to challenges 4. Wrap-up  Future MGMT preceptor sessions

Changes made to the program in 2013 to address Integrated Competencies for Dietetic Education and Practice (ICDEP):  Broader competency framework (Management vs. Food Service Admin)  New competency and performance indicator language  8 weeks instead of 12 weeks (consistent feedback from past interns)

ICDEP categorizes entry-to-practice competencies in 5 domains: 1. Professional Practice 2. Communication and Collaboration 3. Nutrition Care 4. Population and Public Health 5. Management

Management domain competencies: 1. Assess strengths and needs of programs and services related to dietetics (10 indicators) 2. Manage programs and projects (12 indicators) 3. Manage food services (7 indicators)

 Module is designed to help prepare graduates for roles in the management of projects, programs and services related to dietetics.  Primary emphasis is on foodservices management; however, the module contributes to the development of skills that may be applied in various areas of practice.  Majority of time in this module is allocated to applied projects that contribute to competency attainment. Observational and orientation activities are limited to those that prepare interns for applied activities related to the competencies.  To the extent possible, projects are chosen to address operational issues and needs of the placement setting. While both smaller and larger projects can be assigned, multifaceted projects can be an efficient means to address multiple aspects of the module requirements

What do students learn about management prior to internship?  Foundational knowledge is guided by ICDEP  ICDEP Foundational Knowledge mapping project:  All ICDEP knowledge is covered in dietetics coursework  Varied complexity: broad knowledge to comprehension to application

What interns should know on day 1 of internship ICDEP knowledge areas related to Management Module  Food  Food Service Systems  Human Nutrition Across the Lifespan  Management  Microbiology  Population Food Systems & Food Security

What interns should know on day 1 of internship 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 interns should know on day 1 of internship 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 interns should know on day 1 of internship 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

1. MGMT module form  Form has a checklist section to assist preceptor and intern to plan projects and activities to meet competencies 2. MGMT Project list  Compiled annually from projects that interns have actually done  These are ideas only, can do other projects as well ** Both of these documents are posted on the UBC Dietetics websiteUBC Dietetics website

Intern projects you’ve had success with? Managing paired interns? Individual interns? Common preceptor challenges:  Determining projects: how many, appropriate scope, meaningful for intern/organization  Covering all required competencies/performance indicators  Lack of interest/understanding from intern on how management is relevant to practice  Limited time - expect interns to be self-directed

A few final considerations for working with interns:  Safety orientation  May be needed as management setting quite different to clinical setting, most health authority orientation geared to clinical setting  Philosophy of intern self-directed learning in the Program  Interns are responsible for owning their learning and ensuring they are on track to meet competencies

Want to share your feedback with us?  Preceptor satisfaction survey every 2 years (next one - May 2017)  Module and form feedback survey – UBC Dietetics websiteUBC Dietetics website  Complete the evaluation for this session

Who to contact?Can help you with: UBC Dietetics Practice Educator Kara Vogt Questions about the internship Ideas/suggestions for the program in general Ideas/suggestions for preceptor or intern supports Consultation on teaching and learning: Strategies to support a struggling intern Advice on intern teaching strategies Resources for preceptors *Can also encourage your interns to contact me directly for learning support and/or resources Your core site internship coordinator (CSIC) Intern scheduling questions/issues Intern performance issues (e.g. concern an intern will not pass) Local preceptor resources

 Feedback collected regularly:  Modules and forms: annually (preceptors, interns, coordinators)  Intern satisfaction survey: annually  Preceptor satisfaction survey: every 2 years  Intern and preceptor surveys:  Satisfaction measured with 5-point Likert scales  Open-ended questions - things that work well, opportunities for improvement

Preceptor surveys and 2015:  Small number of respondents (n=8 in 2013, n=12 in 2015)  Respondents mostly satisfied with management module experience  Average scores of 4 and above  Lowest score related to academic preparedness (averages: high 3’s)

Preceptor surveys and 2015: Things that worked well:  When students are self-directed and engaged  Having clear projects for interns  Spending time with interns setting expectations and letting them shadow Challenges/Improvement Opportunities:  Useful for students to have food service experience prior to internship  More preparation or experience prior to internship in budgeting and finance  Challenge to address all performance indicators in 8 weeks, some are not relevant to setting (e.g. retail and marketing)

Intern surveys and 2015:  All interns respond to survey (n=34), requirement of internship  High satisfaction with Management Module preceptors  Average scores above 4  Fairly high satisfaction (average scores mid to high 3’s) with:  Academic preparedness for Management Module  Overall module experience

Intern surveys and 2015: Things that worked well:  Flexibility in organizing schedule  Clear expectations and open communication with preceptor  Exposure to a wide variety of experiences in management  Independence in work/projects  Being paired with another intern  Explicit connections were made (when applicable) between food service management and clinical dietetics

Intern surveys and 2015: Challenges/Improvement Opportunities:  Do not feel prepared for management roles– projects were more what a diet tech/supervisor would do vs. projects a manager would do  Less observation/shorter duration for job shadowing of kitchen positions and more projects, hands-on learning  Experience at several sites instead of staying at one site the whole time  Cafeteria special project felt repetitive to project in FNH 440 course