DIETETICS MAJOR: FNH 481 INTERN ORIENTATION Internship Orientation: Modules, Forms & More! Monday September 11, 2017, 1:00-2:30pm Call into the UBC teleconference line 5 minutes before to join in. 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, 8774290#

Welcome! Where are you now?

Goals of today’s session Know where to find and how to use the modules and forms Understand and be ready to participate in the evaluation process Understand the roles and responsibilities of those involved in internship (interns, preceptors, site coordinators, UBC staff) Identify the UBC policies most pertinent to internship Reflect on professionalism and how it applies to internship

Overview Modules and Forms Orientation Module Other Modules and Forms: format and how to use Evaluation UBC Dietetics Major Policies Professionalism in internship

Module Breakdown 39 Weeks Orientation (1 week) Nutrition Care (22 weeks divided into three modules: I, II, III) Management (8 weeks) Population and Public Health (4 weeks) Electives (2 weeks) Research (2 weeks) Non-module activity: Professional oral presentation

Modules and Forms Each module form is meant to be a guide for the placement Use a new module form for each different placement What’s new since May? New “Module Requirements” section, top of page 2 “Group education” and “development of education materials” competencies can now be met in NC II, MGMT or PPH Reorganization of Research Module forms and resources NC II Module - more detail on tube feeding requirements Nutrition Tracking Form - shorter & simplified Change to Interim & Final intern/ site coordinator meetings

Orientation Module Submit to core site internship coordinator: Completed Orientation Module document Student Health Authority Orientation Checklist SPECO certificate of completion (if not already submitted) Additional documentation for health authorities: Proof of fit testing, criminal record check, immunizations may be requested Carry fit testing documentation with you Interns request immunization report & criminal record check from Program

Module Format 6 distinct sections: Intern Placement Planning and Learning Activities Checklist Preceptor Evaluation Checklist Performance Assessment Guide Performance Evaluation Intern Goal Setting Sheet Internship Coordinator Checklist

Lists learning activities and associated timelines, to assist in planning each placement

Module Requirements - Top of checklist in each module

Module requirements for NC II Contains the most required activities; 12 weeks to complete them (3-4 placements) Specific numbers of enteral and parenteral patients Simulations are available for some of the enteral competencies, if needed Intern responsibility to keep track of numbers of patients/clients seen

Lists preceptor’s responsibilities for placement completion

ICDEP competencies and performance indicators are basis for evaluation

Activity – Review a module PHC Population and Public Health Interior Heath Nutrition Tracking Form PHSA and Northern Health Elective FH Research Island Health Nutrition Care II VCH Management

Activity 5 minutes to review module Report back (as applicable): 2 key learning activities 3 competencies being evaluated Any other documents that supplement the module form?

Evaluation What is being evaluated? How does evaluation occur? When does evaluation occur?

Rating of 1 Has difficulty identifying relevant information, relies on rules and procedures, and requires significant direction when facing a new context or situation Makes repeated and significant errors in judgment and performance Requires extended periods of time to complete tasks Requires explicit direction or significant supervision in order to complete tasks. Is frequently unable to recognize situations that may be beyond his/her capacity and/or does not take appropriate steps to address the situation Does not demonstrate communication and collaboration or professional practice competencies

Rating of 2 Begins to apply learning from previous experiences and demonstrates increasing independence Errors in judgment are minimal, is able to identify and interpret key aspects of an issue, situation, and skill most of the time May still require occasional assistance with prioritization, lack speed and flexibility, and seek direction when/if original plans fail or when presented with unfamiliar or complex situations Recognizes situations that may be beyond his/her capacity and takes appropriate steps to address them, which may include consultation, supervision or mentorship, reviewing research literature or referral to another care provider Usually demonstrates communication and collaboration or professional practice competencies

Rating of 3 Consistently identifies and interprets key aspects of an issue or situation and applies practical knowledge from previous experiences/learning Is able to prioritize activities to achieve goals and establish outcomes within a reasonable timeframe, with minimal errors or omissions and with little or no prompting required from the preceptor Consistently recognizes situations that may be beyond his/her capacity and takes appropriate steps to address the situation Consistently demonstrates communication and collaboration or professional practice competencies

Using Performance Criteria for Evaluation Competency being assessed How well did you demonstrate these performance indicators?

Self-evaluation Why? How can you make it meaningful? Encourage reflection; develop self-awareness Identify strengths and improvement opportunities Identify and set goals How can you make it meaningful? Think about both strengths and improvement opportunities Look for similarities between you and your preceptor’s assessment: use it to approach next placement, to ask for targeted feedback on areas for improvement If there are different points of view between you and your preceptor when you review the completed form, think and ask why

Re-group on the line in 5 minutes Break Time! Re-group on the line in 5 minutes

Quick Review – Policies & Procedures 1.03 – Student accidents in placement settings 1.04 – Internship responsibilities & requirements 1.06 – Intern evaluation 1.12 – Info needed to set up affiliation agreement

What does professionalism mean to you?

Characteristics of Professionals Altruism Trustworthiness Skills Knowledge Competence Autonomy Ethical Committed Life-long learning Empathetic Punctual Team worker Responsible Practices self-care Critical thinker Respectful of others Thistlethwaite, J., Spencer, J. 2011. Exploring professionalism across the health professions: learning, teaching and assessment.

Top Tips for Professionalism

Dress for success Expectations of formality in work attire can differ depending on an organization’s culture. When in doubt, observe how your colleagues and superiors dress in the workplace and lean towards a more conservative appearance. Generally, jeans and yoga pants are not considered business attire

Mind the clock Punctuality matters and is critical in creating a positive impression. Being on time for meetings, no matter how formal or informal shows you value others’ time

Establish email etiquette Avoid the use of informal language, emoticons and slang terms in business emails. Remember that sarcasm and humor are not always correctly interpreted in written form. Writing emails as you would a formal letter is good practice

Create a presence As interns and dietitians, we interact with patients/clients, other health care professionals and staff members in our roles. Introducing yourself to team members, attending team meetings when needed and following through on tasks and commitments reflects positively on you as an individual and the dietetics profession

Get great at greetings A firm handshake and appropriate eye contact when meeting someone new is an essential component in making a good first impression

Select what your share  Getting to know colleagues and developing friendships can be a great aspect of a workplace. However, be mindful of discussing aspects of your personal and social life that may not be positively viewed by others, especially if you do not know your colleagues very well

Become a savvy scheduler Schedule appointments after work time when possible, and attend to personal phone calls and errands on lunch/break times. Free blocks in the day are generally meant for internship activities unless otherwise specified. If a scheduling concern arises, feel free to discuss with the internship coordinator

Professionalism in Internship Be proud of your role as a dietetic intern Own the responsibility and sense of authority that being an intern entails – it is different than being a student Professionalism contributes to our role and respect as nutrition professionals The public trusts figures who appear put-together and confident

Final Questions?