Rachel Bacon

Aged care facilities and primary health-care clinics provide appropriate settings for dietetic students to demonstrate individual case management clinical competence

Aim The aims of this study were to: (i) determine the ways in which non-hospital placement settings are used for individual case management clinical placements in dietetic education and (ii) examine the extent to which students can develop individual case management clinical competencies in non-hospital placement settings. Methods A sequential mixed methods approach was used. Quantitative data were obtained from an online questionnaire conducted with placement coordinators from all 15 Australian universities with accredited dietetics programs. Qualitative data were obtained from a focus group with eight experienced clinical supervisors who had viewed 11 audiovisual recordings of student/dietitian encounters with clients in non-hospital settings and assessed them against entry-level competencies. Data were analysed using descriptive statistics and content analysis. Results Placement coordinators from 10 of the 15 accredited universities responded, with most universities (8/10) using hospitals for the majority of their individual case management clinical placements. Seven of the ten universities used non-hospital settings but only for a small proportion of students (=25%) and for short durations (one to two weeks). The experienced clinical supervisors agreed that primary health-care clinics and residential aged care facilities provided appropriate practice settings for student dietitians to demonstrate individual case management clinical competencies. Conclusions To align with the national health-care agenda and workforce demands, this research supports the expansion of clinical placement settings to also include non-hospital settings. The influence of context on competency development requires adjustments to be made for the nuanced practice differences in these settings.

Survey of disability-related content in Australian dietetics programs: Disability content of dietetics programs

AIM Nutrition and dietetic services are an important component of healthcare for people living with a disability. The introduction of the National Disability Insurance Scheme (NDIS) in Australia is providing more opportunities for individuals to access these services from an Accredited Practising Dietitian (APD). The aim of this research was to identify how students in Australian tertiary dietetics programs are being prepared to provide these services to people with a disability. METHODS A purpose-built questionnaire with eight open-ended questions was developed by the researchers to describe the disability-related content of university and professional placement learning opportunities and was distributed to all course conveners (or their nominated representative) of dietetics programs accredited by the Dietitians Association of Australia. The qualitative data were analysed using a descriptive approach. Responses were sorted into response category themes and counted to identify common themes. RESULTS A representative from 14 of 18 programs (78% response rate) participated in the survey in September and October 2016. Results indicated that although 12 programs incorporate disability-related topics into the curriculum, content was inconsistent and of varying depths. Four programs offered a disability-specific placement opportunity and nine discussed the NDIS to varying degrees. CONCLUSIONS It is important that graduates are provided with adequate learning opportunities in the area of disability to ensure that they are prepared for entry-level practise in this area. Further research may provide insight into the skills, knowledge and behaviours used by APDs working in disability to identify those that need to be strengthened in dietetics programs.

Using an e-portfolio and competency tracking system in occupational therapy education

ABSTRACT E-portfolios are used in a variety of academic programmes, including health, as a tool to demonstrate student competency. The reported use of e-portfolios in occupational therapy education is limited. This case study outlines an innovative e-portfolio competency tracking system and the process completed to implement the new programme. The system provides occupational therapy students with a visual representation of their learning over time. The tracking system highlights areas of strength and areas for development that the student can reflect on and use to shape their future learning goals.

Malnutrition Prevalence in Aged Care Residents: A Pilot Study

Malnutrition is a significant clinical and public health problem. The prevalence of malnutrition was determined in a sample of older people living in 2 residential aged care facilities in Australia. The Subjective Global Assessment tool was used to determine the prevalence of malnutrition in 57 residents. The majority of residents were well nourished (67), 26 moderately malnourished, and 7 severely malnourished. Prevalence of malnutrition was higher for those receiving high-level care (42), but this was not statistically significant (P =.437). No relationship was found between malnutrition status and age (P =.529) or sex (P =.839).

Competency-based assessment for clinical supervisors: design-based research on a web-delivered program.

Background Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites. Objective This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements. Methods This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users’ experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen’s highlighting approach. Results This research succeeded in developing a Web-based program, “Feed our Future”, that increased supervisors’ confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent. Conclusions Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes.