Assessment of continuing education preferences in Illinois

A survey of Illinois Dietetic Association members was done to determine demographic characteristics and continuing education (CE) preferences. Nine hundred and seven usable questionnaires (39%) were returned. Preferences were related to present position, age, number of years in job, year of highest degree, and route to ADA membership. A high preference for nutrition care topics was associated with a high number of respondents employed as clinical dietitians. Members from the Chicago metropolitan area differed from other members in preferences for CE topics and reasons for nonattendance at CE programs.     

Continuing professional education needs of clinical dietitians in Pennsylvania

A multimethod needs assessment generated both qualitative and quantitative data about continuing professional education needs and interests of Pennsylvania clinical dietitians. The study also evaluated three different needs assessment procedures. First, data were obtained from 22 clinical dietitians invited to participate in focus group interviews. The dietitians suggested continuing education topics representing four aspects of practice: clinical, procedural, professional development, and management skills. With the data obtained, two needs assessment instruments subsequently were prepared and distributed at a statewide conference. Fourteen percent of 650 attending dietitians volunteered to participate in the needs assessment process. Forty-four completed a survey using an electronic preference recording device, and 50 completed printed questionnaires. Although not directly comparable, responses to both questionnaire formats generally confirmed suggestions obtained from focus groups. Topics such as computer applications, patient education, staff development, and time management led the wide variety of choices selected. Respondents favored live, affordable, conveniently located programs delivered effectively by experts using a participatory format. Of the three assessment procedures used, focus group interviews provided the most detailed information for planning continuing education. Surveys based on focus group results are useful for contributing quantitative data. We conclude that a comprehensive plan for dietitians' professional development through continuing professional education should include structured needs assessments. The assessments are necessary to determine the diverse and changing concerns, needs, and preferences of dietitians and the organizations employing them.     

Assessment of continuing education needs and preferences of British Columbia dietitians and nutritionists.

A survey was conducted among members of the B.C. Dietitians' and Nutritionists' Association to determine their perceived continuing education needs and preferences. Responses were received from 68.3% of the membership. The self-administered questionnaire elicited information about preferred format and timing of continuing education activities, incentives and deterrents to participation, employers' contributions to continuing education, and perceived need for further study of 78 topics categorized as nutritional care sciences, behavioural/communicative sciences and managerial sciences. Respondents indicated a preference for workshops, seminars and lectures, held outside of working hours. Topic, time and location were the major incentives/deterrents to participation in continuing education. Most respondents reported receiving paid time off work, but few reported receiving paid time off work, but few reported receiving any financial contribution towards their continuing education from their employers. Learning needs were higher for topics in the nutritional care and communication areas than for the managerial sciences topics. The questionnaire developed for this study has provided valuable information for program planners and could be readily adapted for use with other groups of dietitians/nutritionists.     

Clinical specialization programs for dietitians: a needs assessment

This needs assessment was conducted to identify the perceived need for advancement and specialization through practicum programs in clinical dietetics. A questionnaire was developed and validated through a pilot study. It was mailed to a randomized sample of 950 dietitians (52%) registered with the ODA. Fifty two per cent responded, representing 27% of ODA members. Of those surveyed 89% were currently employed. The most current area of practice was clinical nutrition (55%) followed by foodservice (22%) and community nutrition (14%). Seventy two per cent of the respondents identified that they would consider enrolling in a specialized practicum. Most cited reasons for enrolling were increased knowledge/expertise (44%) and increased professional profile (25%). Areas of greatest interest were: nutrition assessment (9%), critical care/nutrition support (8%) and gerontology (7.5%). Sixty two per cent preferred the program to be offered part-time, 27% full-time and 9% were impartial. The most frequently cited length and cost per week for the program within specified part or full-time categories was: two weeks full-time (36.5%) at S200-299.00 (33%), four weeks full-time (25%) at S100-199.00 (31%) and two weeks part or full-time (23.5%) at S200-299.00 (57%). Desired ODA regions for program availability were: Toronto (34%), Kitchener/Waterloo/Hamilton (17.5%) and London (14%). Lastly, 92% of the respondents felt the program should be CDA and ODA approved and continuing education points be provided. These results indicate that dietitians are interested in pursuing professional self-development through specialized practicums.     

Continuing-education needs of public health educators: their perspectives.

The objective of the study described in this article was to determine the perceived continuing-education needs of employed public health educators. A three-wave mailing of a questionnaire was sent to a national sample of 500 public health educators who were asked to rate their preparation on 41 subcompetencies. Of 299 returned surveys (63%), 149 indicated that they were not currently practicing public health educators. Thus, analysis was based on 150 respondents. Six subcompetencies were perceived by 25% or more of the respondents as topics in which they needed more training. Health educators reported a need for continuing education, focused primarily on administration and evaluation of programs and applying appropriate research principles. Furthermore, the public health educators overwhelmingly preferred to attend a conference or workshop (85%) as their method of obtaining further continuing education. Health education programs and professional organizations need to take note of the identified continuing-education needs when developing future educational programs to adequately update health educators.     

A comparison of career-entry administrative competencies with skills required in practice: implications for continuing education

Dietitians, advancing in practice, are often required to fill expanding administrative roles without the benefit of additional formal preparation. A study was conducted to compare career-entry administrative competence with competence needed for current practice. The survey instrument contained 59 generic administrative competency statements categorized under the headings of organization and administration; leadership and supervision; personnel management; space, equipment, and materials management; communications; financial management; and quality assurance of services. The questionnaire was sent to the 138 administrative dietitians practicing in Nebraska. Completed questionnaires were returned from 50 dietitians, a 35% response rate. Results of a Student t-test analysis indicated a statistically significant difference between the two competency levels for each major category of administrative skills. The data support the need for multiple continuing education opportunities for dietitians to develop skills needed for their expanding managerial responsibilities.     

Development of financial management competencies for entry-level and advanced-level dietitians.

The major purposes in this study were to develop a list of financial management competencies for entry- and advanced-level dietitians, determine hospital foodservice directors'/chief dietitians' (practitioners) perceived importance of these competencies at both levels of practice, and determine educators' perceived importance of these competencies at the entry level. Drawing from the literature and the judgment of eight experts, we developed a list of 50 financial management competencies. Written questionnaires that included importance scales for the competencies were mailed to (a) practitioners in a random sample of 1,500 member hospitals of the American Hospital Association and (b) directors of Plan IV/V, Approved Preprofessional Practice, and Dietetic Internship programs. Response rates were 34% for the practitioners and 47% for the educators. Practitioners rated 8 competencies as important or very important for entry-level dietitians and 26 as important or very important for advanced-level dietitians. Practitioners rated all competencies higher for advanced-level dietitians than for those at the entry level, and educators rated all competencies higher than did practitioners. Content areas, identified by factor analysis, were similar for both levels of practice. Our findings indicate that emphasis in undergraduate and practice programs should be given to the eight competencies identified by practitioners and educators as most important. Our results also may be used for development and evaluation of graduate and continuing education programs and for specialty certification in foodservice management.     

Talk-back television: continuing education for the 1980s

Sixty-seven dietitians (N = 67) who participated in a talk-back television course in June 1981 were solicited for information to evaluate this method of continuing education. Responses (90%) supported data in the professional literature which specified that cost and distance deterred attendance at continuing education programs. Although problems such as technical difficulties and impersonal nature were identified with talk-back television, the majority of respondents (83%) gave it positive ratings and stated that they would participate in other such programs. Improvements need to be considered to enhance the attractiveness of this mode of learning for dietitians, but during the financial retrenchment of the 1980s, talk-back television appears to be supported as cost-effective and desirable.     

Perceived continuing education needs of RDs and DTRs

The American Dietetic Association (ADA) Council on Practice Continuing Education Committee conducted a study to ascertain the perceived continuing education needs of registered dietitians (RDs) and dietetic technicians registered (DTRs) to assist ADA and other program providers in developing relevant programming. It surveyed 5,000 RDs and DTRs to determine current and preferred continuing education activities, factors influencing the selection of activities, topics most likely to be selected, and demographic characteristics. Results show that RDs and DTRs use a variety of mechanisms and pursue a large number of topics. Continuing education needs are most often met through locally available activities. Preferred mechanisms are workshops and lectures. ADA and state/district associations are major, but not exclusive, providers of programming. Practitioners tend to choose topics related to their practice area. Topics requested at an advanced level of presentation related to traditional dietetic practice; topics requested at a basic level were new or not specific to nutrition. The data will be incorporated into the ADA continuing education programming plan and will provide direction for ADA's exploration of new methods of continuing education delivery.     

Moving Dietetics Forward with Queer Pedagogy: A Post-Structural Qualitative Study Exploring the Education and Training Experiences of Canadian Dietitians for LGBTQ Care

BackgroundLesbian, gay, bisexual, trans, and other sexually and gender diverse (LGBTQ) people often experience health disparities and disparities in accessing safe health care. Yet dietetics curriculum and training opportunities for LGBTQ care are limited.ObjectiveThe objective of this research was to explore the perspectives and professional training experiences within LGBTQ-focused topics of Canadian dietitians in order to inform future curriculum and pedagogy.DesignThis research is framed within poststructuralist philosophies. Semi-structured qualitative interviews were conducted.Participants/settingTo be eligible, participants needed to be dietitians within Canada who had an interest in discussing gender and sexual diversity within the profession. Although the research call was open to all Canadian dietitians who wanted to discuss gender and sexual diversity within the profession, only dietitians who self-identified as allies to LGBTQ groups ended up participating in this project. Of the 16 dietitians who participated, 11 participants self-identified as members of LGBTQ groups and 5 self-identified as straight. All participants took part in online interviews done in private locations of their choosing from September 2020 to January 2021.AnalysisA systematic thematic analysis was conducted.ResultsThree themes, including understanding the ethics of dietetics education, recognizing the cis- and hetero-normativity of dietetics education, and moving forward with queer pedagogy, were noted from the data.ConclusionsParticipants explored the lack of LGBTQ focus and content during their professional training and believed such gaps were problematic to the caring philosophies of dietetics. Participants offered insights into how dietetics educators can disrupt ingrained cis- hetero-normativity and rigid binary gender norms within dietetics education and curriculum.     

Canadian Dietitians’ Understanding of Food Security

The Canadian Dietetic Association (CDA) has identified food security as a key action issue for its members. Since any course of action depends on how an issue is understood, we undertook a telephone survey of 487 CDA members to assess their understanding of food security. Dietitians were asked which of the following list they include in their definition of food security: (1) food safety; (2) food as a basic human right; (3) adequate food to maintain health; (4) sustainable agricultural systems; (5) affordability; (6) charitable food distribution systems; and (7) individual choice of personally acceptable foods. Overall, there was a fairly high level of awareness and broad conceptualization of food security. Ninety-three percent included food safety; 87% included food as a human right, adequate food for health, and sustainable agriculture; and 81% included affordability of food. Fewer dietitians included charitable food sources (62%) and individual choice of personally acceptable foods (51%) in their definition. Understandings of the term differed by area of practice but not length of time in practice. Different understandings of food security may lead dietitians to take different, but equally important, courses of action.This may make dialogue confusing and collaboration difficult until the differences are clarified and appreciated.     

Factors influencing success of dietitians employed in business and industry

Career opportunities in business and industry have been identified as one area of growth for the dietetics profession. The purposes of this study were to identify the skills, attributes, and knowledge areas dietitians need to succeed in business and industry; ascertain methods used to acquire these; assess factors that influenced career change; and determine the degree of perceived adequacy of academic preparation by practitioners employed in business and industry. A questionnaire, developed on the basis of a Delphi study involving 21 dietitians employed in business and industry, was administered to a national sample of 387 members of the Dietitians in Business and Industry (DIBI) dietetic practice group who were employed in business and industry. The overall response rate was 299 (77%); respondents were from 39 states. Skills, attributes, and knowledge areas were identified for specific employment classifications in business and industry. Self-motivation and work experience in business were identified as the most important methods for acquiring skills for this area of practice. Challenge of a new position and diversity of job responsibilities had the most influence on career change of respondents. Undergraduate and graduate education were rated somewhat inadequate and adequate, respectively, by the majority of respondents. The findings indicate that positions in business and industry require specific skills, attributes, and knowledge that may not necessarily be attained through traditional approaches. Self-assessment and appropriate self-development activities are essential for success.     

Dietetic internship programs in Canada: a comparison between 1935 and 1985.

Dietetic internships for most Canadian university graduates in 1935 were only available in the United States. The first priority of the student training committee established by CDA in 1936 was to integrate the isolated attempts at student training in Canada and standardize the training programs. Fifteen hospitals were tentatively approved by the committee and a standard course outline developed. Internship program development in 1985 continues to emphasize the establishment of national standards and the administration and accreditation of dietetic programs. Many changes have occurred in dietetic training programs between 1935 and 1985 to meet the increasing demands on our profession. The founding members of our Association recognized the need to establish and maintain quality dietetic practice in 1935. Their foresight, determination, and search for excellence in those early years ensured the future of the dietetic profession in Canada.     

Selected allied health professionals' self-confidence in health promotion counseling skills and interest in continuing education programs

Mail surveys of samples of dental hygienists (n = 90, 36% response), registered dietitians (n = 262, 52% response), and physician assistants (n = 289, 89% response) in Texas and certified nurse midwives (n = 143, 57% response) in the US provided data regarding their confidence that they possess skills and knowledge to counsel patients about selected areas of health promotion (self-efficacy). Also, the surveys gathered information regarding respondents' beliefs that patients will follow through on their recommendations (adherence expectation), and their interest in continuing education programs. Overall, respondents displayed highest self-efficacy with regard to counseling patients about blood pressure and smoking. Confidence was lowest in illicit drug abuse and mental health areas. Certified nurse midwives and physician assistants indicated confidence in many more areas than the other two groups. Respondents consistently expressed less certainty about patient adherence than about their own skills and knowledge. They generally indicated a high degree of interest in continuing education across the several health promotion topics. Modest relationships were observed between self-efficacy and interest in continuing education programs for physician assistants and registered dietitians, indicating that those with greater self-efficacy had a greater interest in building their skills. A similar pattern was observed among physician assistant respondents with respect to adherence expectations.     

Financing nutrition services in a competitive market

Budget deficits and inflationary medical care costs threaten nutrition services, which until recently have been funded largely by federal, state, and local revenues. Nutritionists and dietitians responding to demands in the marketplace should develop innovative programs and pursue new sources for financing through the private sector, third-party payers, business/industry health promotion, and consumer fees for their services, as well as targeted federal, state, and locally funded food assistance, nutrition education, and health care programs. Trail-blazing dietitians are successfully offering their services in health maintenance organizations (HMOs), hospital or industry fitness programs, private practice, voluntary health agencies, and official agency programs. With the new federalism, nutritionists must articulate their role in comprehensive health care and market their services at the state and local levels in addition to the federal level. Nutrition services are defined to include assessment, planning, counseling, education, and referral to supportive agencies. Data management, managerial, and marketing skills must be developed for dietitians to compete effectively. Basic educational preparation and continuing education for practicing professionals must develop these competencies.     

Nutrition education in baccalaureate degree nursing schools: 1983 survey results

A mail survey was conducted to clarify the status of nutrition education in baccalaureate degree nursing programs in the United States. Responses from 53% of the 331 schools were classified into 3 groups. Twenty-one percent (36 schools) employed a full-time dietitian, 26% (46 schools) employed a part-time dietitian, and 53% (94 schools) did not have a dietitian on the faculty. Results showed differences within each group and more variability across all groups. In a majority of schools, basic nutrition was a required, three-credit course, taught by a registered dietitian. In one-third of the schools without a dietitian, approximately 15 hours of basic nutrition content was integrated into nursing courses by faculty members who were registered nurses. In most programs, diet therapy was integrated into nursing courses. Teaching responsibilities in the clinical practice area were not always a workload constituent of the full- and part-time faculty dietitians. Several interdependent factors are identified that influence nutrition education in baccalaureate nursing programs. They include and relate to the components of the nutrition curriculum, the implementation plan, and academic preparation of faculty. As the profession of nursing continues to be redefined, revisions in the nutrition component of curriculums will need to be based on present and emerging practice.     

A needs assessment investigation of continuing medical education in risk management

Training of physicians in risk management has become an important task for continuing medical education (CME) directors, particularly in states where risk management education is required for licensure. Physicians in Florida who completed an introductory program in risk management were surveyed to determine future topics for risk management education. Physicians identified desired topics using a five-point Likert-type scaling (5 = high priority; 1 = low priority) and rated 55 topics within 10 major subject areas. The means, standard deviations, and rank order of topics within the subject areas are reported. Multivariate analysis of variance (MANOVA) revealed no significant differences between surgeons and non-surgeons with respect to the subject areas. A significant difference, however, was shown, between academic physicians and non-academic (private practice) physicians; non-academic physicians gave significantly higher scores to six subject areas: malpractice, medical records, acts or omissions constituting negligence, negligence/malpractice actions, defenses, and risk management programs. The results suggest that it is not necessary to plan separate risk management education programs for physicians according to their specialty; one should note, however, the higher priorities given by non-academic physicians and consider these differences when planning advanced risk management programs.     

Perceptions of clinical dietetic practice: continuing education and standards

A survey to examine dietitians' perceptions of the effects of continuing education on dietetic practice and use of standards to measure quality practice was conducted. Continuing education approved for maintenance of professional registration by the Commission on Dietetic Registration (CDR) and continuing education not applicable for registration status (non-CDR) were studied. A self-administered questionnaire was mailed to a random sample of 484 registered dietitians from the northeast United States who had been employed in health care institutions for 3 years or more. A response rate of 40% was obtained. The investigation showed a significantly greater perceived improvement in practice from non-CDR continuing education over a 3-year period than from CDR-approved continuing education. Respondents obtaining less than 30 hours of non-CDR and CDR continuing education over a 3-year period derived a significantly smaller perceived improvement in practice than did respondents obtaining more than 30 hours. Personal standards were used to the greatest extent (87%), followed by standards of the Joint Commission on Accreditation of Healthcare Organization (68%), to measure quality practice. This study indicates that practitioners focusing on improving their practice will want to consider the contributions of informal work-related activities as well as CDR-approved continuing education.