1. 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 From outside Vancouver, call toll-free After calling the number, enter the password, #

2. Welcome! Where are you now?

3. 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

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

5. 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

6. 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

7. 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

8. 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

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

10. Module Requirements - Top of checklist in each module

11. 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

12. Lists preceptor’s responsibilities for placement completion

14. ICDEP competencies and performance indicators are basis for evaluation

17. 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

18. 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?

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

21. 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

22. 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

23. 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

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

25. 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

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

27. 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

28. What does professionalism mean to you?

29. 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 Exploring professionalism across the health professions: learning, teaching and assessment.

31. Top Tips for Professionalism

32. 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

33. 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

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

35. 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

36. 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

37. 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

38. 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

39. 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

40. Final Questions?