Archived Assessment Report
| Program | Dietary Manager Certificate |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3. Demonstrate use of appropriate interpersonal skills, medical terminology and technology in written and verbal communication with interdisciplinary teams, patients/clients and family members. | Are at least 80% of students able to demonstrate their ability to communicate with interdisciplinary teams, patients/clients, and/or family members? |
| 6. Develop and implement educational and training programs for patients, clients, and target audience within scope of practice. | Are at least 80% of students able to develop and implement educational or training programs for patients, clients, and/or a target audience that is within their scope of practice? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3. Demonstrate use of appropriate interpersonal skills, medical terminology and technology in written and verbal communication with interdisciplinary teams, patients/clients and family members. | Nutr 1015 Chapter 13/14 Assignment on Creating Care Plans and Monitoring Effectiveness; consists of 2 case studies related to documenting care and interacting with the interdisciplinary teams and patients/clients. Nutr 1090/1190 Clinical Competencies #4, 11, 12, 13, 21 - completion of these as well as documentation of these in their weekly reflection journals. | Nutr 1015 and Nutr 1090/1190 | The majority of students will pass with 80% or higher on the written assignment in 1015. In 1090/1190, I will review their weekly reflection journals for documentation of the experiences related to the clinical competencies (#4, 11,12, 13, 21) and also discuss with their clinical preceptor to ensure they have met the minimum expectations. |
| 6. Develop and implement educational and training programs for patients, clients, and target audience within scope of practice. | Nutr 1070, Chapter 11 Quiz on Ongoing Employee Education and Nutr 1090/1190 - Clinical Competencies #11 and 44. | Nutr 1070, Nutr 1090/1190 | The majority of students will pass with 80% or higher on the quiz in 1015. In 1090/1190, I will review their weekly reflection journals for documentation of the experiences related to the clinical competencies (#11 and 44) . |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3. Demonstrate use of appropriate interpersonal skills, medical terminology and technology in written and verbal communication with interdisciplinary teams, patients/clients and family members. | This is a very small program so the data are quite small. In Spring 2024, we had 4 students in the class, and all 4 completed the assignment; the average was 87.5% I only had one intern in Nutr 1090/1190 in Spring 2024, and she exceeded minimum expectations. In Fall 2024, the students have not yet completed Nutr 115 Ch 12/143 assignment yet so no data to add there. In Fall 2024 I have 2 interns but they are in diffferent levels of completion of their competencies and I have not yet met with their preceptors to determine whether they have met the minimum expectations of their competencies. | The data support but the data are small. | So far so good. More data over time will tell. |
| 6. Develop and implement educational and training programs for patients, clients, and target audience within scope of practice. | In Spring 2024 I only had one student in Nutr 1070 and they completed the Ch 11 quiz with a 72.5%. In Fall 2024 I have one student in the course and they completed the quiz with a score of 85%. In Spring of 2024 I only had one intern and she exceeded the minimum competencies during her clinical experience. Current interns (2) in Fall 2024 have yet to be evaluated by their preceptor and myself. | The data support (2/3) but the data are small. | Only 3 data points so it is challenging to come to any conclusions or make any changes at this time. |
| 3. Demonstrate use of appropriate interpersonal skills, medical terminology and technology in written and verbal communication with interdisciplinary teams, patients/clients and family members. | |
|---|---|
| Describe the change that was implemented. | None planned at this time. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Not at this time. |
| What data motivated the change? | Too few data to make any specific changes. |
| Hypothesis about the effect the change will have? | N/A |
| 6. Develop and implement educational and training programs for patients, clients, and target audience within scope of practice. | |
|---|---|
| Describe the change that was implemented. | None planned at this time. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No |
| What data motivated the change? | Too few data to make any specific changes. |
| Hypothesis about the effect the change will have? | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3. Demonstrate use of appropriate interpersonal skills, medical terminology and technology in written and verbal communication with interdisciplinary teams, patients/clients and family members. | Same tools as Round 1 | Same courses as Round 1 |
| 6. Develop and implement educational and training programs for patients, clients, and target audience within scope of practice. | Same tools as Round 1 | Same courses as Round 1 |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.