Archived Assessment Report
| Program | Dietary Manager Certificate |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final 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 |
|---|---|---|---|
| 3. Demonstrate use of appropriate interpersonal skills, medical terminology and technology in written and verbal communication with interdisciplinary teams, patients/clients and family members. | 100% of students were able to demonstrate their ability to communicate with interdisciplinary teams, patients/clients, and/or family members using the identified assessment tools. Students in Nutrition 1015 completed the tool with 95% accuracy and the one student in Nutrition 1190 completed the tool with 100% accuracy. | In the future to assess this domain, one on one verbal case study simulation may be a better tool for Nutrition 1015 and more individual feedback or first-hand witness of interactions in the clinical setting may be a better tool for Nutrition 1190. | |
| 6. Develop and implement educational and training programs for patients, clients, and target audience within scope of practice. | 100% of students were able to develop and implement educational or training programs for patients, clients, and/or a target audience that is within their scope of practice using the assigned tools for assessment. Students achieved 95% accuracy in Nutrition 1070 and the one student achieved 100% accuracy in Nutrition 1090. | In the future having students develop a full sample training may be a better tool to assess Nutrition 1070, and more preceptor or first-hand account of clinical rotation a better tool for 1090/1190. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
There was no significant change, the same small group was part of this cohort for both rounds of assessment. Anytime there is a renewed focus on assessment, I do believe that the instructor has a new motivation to improve assessment tools in order to better assess important outcome measures.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
This particular assessment round did not, due in large part to the small enrollment during the assessment period. We have had a significant increase in enrollment, which should allow for more meaningful assessment.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Certified Dietary Managers are an integral part of the food and nutrition team that serves a wide array of clientele in non-commercial settings. The ability to "practice community" is essential for a well-functioning kitchen, and a well-versed manager. There are ample topics and areas within this curriculum to employ assessment tools that align with this particular theme. I look forward to exploring more of them.
Describe any external factors affecting the program or affecting assessment of the program.
COVID led to significant drop in enrollment across the board and this program was small to begin with. I believe some changes in how our department worked with another department may have had some impact as well. There is a lot of potential for this program to grow as we better understand how to serve learners interested in the field, the many pathways available, and how best to market our wonderful program.