Supervised Practice Experiences Research Articles

From Recruitment to Retention: Evaluating the Experiences of Internationally Educated Nurses in the Supervised Practice Experience Partnership.

Accompanied by an unparalleled nursing shortage, the COVID-19 pandemic has prompted a nationwide health human resource recruitment drive focused on internationally educated nurses (IENs). The Supervised Practice Experience Partnership (SPEP) is a provincial strategy that provides IENs the opportunity to attain their supervised practice experience in Ontario. In order to sustain the nursing workforce, there is a need to go beyond recruitment strategies and implement evidence-informed approaches that retain IENs after meeting their registration requirements. Mixed-methods surveys and focus groups were used to evaluate the experiences of IENs, their preceptors and nurse leaders working with the SPEP. The findings highlight the value of mentorship and support from nurse leaders in developing communication skills, building connections with teams, fostering cultural integration and establishing support networks for IENs. This paper enhances nurse leaders' understanding of the experiences of IENs and establishes a foundation for innovative ideas that facilitates their integration and retention.

Assessment of Disability Related Training in Dietetic Curricula and Training

Discuss challenges and strategies to integrate training on disability within the dietetic curricula and/or supervised practice experiences. In 2019, The Accreditation Council for Education in Nutrition and Dietetics (ACEND) endorsed the Core Competencies on Disability for Health Care Education. The purpose of this project was to evaluate the awareness of these competencies and learn how accredited dietetic programs in the United States (US) are integrating the topic of disability. A cross-sectional, online survey was administered to ACEND accredited program directors in the US. The survey included open and close-ended questions to evaluate practices, perceptions, barriers, and solutions. Descriptive statistics and qualitative themes were summarized. A minority (27%) of program directors who responded (n=49) were familiar with the ACEND endorsed Core Competencies for Healthcare Education. Broader disability related concepts such as social determinants of health, person/family centered care, interpersonal approaches, and referral to community-based services were more frequently addressed, while legal issues, ethics, and strategies to accommodate services or care were less frequently addressed. Qualitative responses highlighted interest in this topic; however, challenges such as time, lack of faculty expertise in this topic, and limited access to experiential learning opportunities were described. We identified a lack of awareness of the ACEND endorsed core competencies. There is currently little guidance on how programs should address disability and the barriers identified by this study are important concerns. Career outreach focused on those living with disability is also needed to increase diversity in the profession. Future work should explore best practices to integrate the topic of disability across the dietetic curriculum, including supervised practice.

The COVID-19 pandemic as a catalyst for medical education innovation: A learner's perspective.

The COVID‐19 pandemic has been transformative for healthcare and medical education. Physician trainees and the education system that serves them adapted quickly so that trainees could finish the academic year on time and advance to the next phase of training without compromising clinical competency or public safety. Systemic changes have had the most significant impact on telemedicine training, virtual learning, secure testing, and the interview process for residency and fellowship training positions. Trainees are now getting regular, supervised practice experience with telemedicine. Some secure testing is being done remotely, without jeopardizing examination test items or trainee assessment. Attending physicians are experimenting with novel ways to engage learners with video for virtual rounds to keep the rounding team safe. Finally, the interview process for medical school, residency, and fellowship programs, which has traditionally been an expensive and travel‐laden process, has been made completely virtual for the first time ever. These changes have disadvantages, including a lack of social connection, potential distraction when learning remotely, and limited contact with a potential training program when interviewing by video. This perspective paper, written by a senior internal medicine resident, details his firsthand experience with these changes during the pandemic. It also looks forward to how the current changes will likely change medical education permanently and for the better.

Supervised Practice Experiences and Professional Preparation of Graduates from Student Affairs Master's Programs

Supervised Practice Experiences and Professional Preparation of Graduates from Student Affairs Master's Programs

Teaching Empirically Supported Substance Use Interventions in Social Work: Navigating Instructional Methods and Accreditation Standards

ABSTRACTChanges to the Council on Social Work Education’s Educational Policy and Accreditation Standards encourage students to develop competencies in empirically supported treatment models. Although there is discretion in how educators build such competencies, studies on training suggest combining didactic and interactive classroom techniques with supervised practice experiences would produce the best training outcomes. Screening, brief intervention, and referral to treatment (SBIRT) has become a valuable empirically supported treatment model for addressing substance use. Because social workers work with patients in diverse settings, empirically supported treatment models such as SBIRT are useful for students to practice as part of their course work and internship experiences. This article explains a university’s training model, demonstrates how it addresses social work competencies, and presents preliminary outcomes.

Identifying Needs of Supervised Practice Programs in Dietetics: Settings, Life Stages, Populations, Conditions, Competencies, and Skills in Highest Demand to Be Addressed through Computerized Simulation

Participants will be able to target the development of future simulated supervised practice experiences to the areas of greatest demand.

Perspectives of Cultural Competency from an International Service Learning Project

Continuing Professional Education (CPE) Information To take the Continuing Professional Education quiz for this article, log in to www.eatrightPRO.org, go to the My Account section of My Academy Toolbar, click the “Journal Quiz” link, click “Journal Article Quiz” on the next page, and then click the “Additional Journal CPE Article” button to view a list of available quizzes. This article is reprinted from the July 2014 issue of the Journal of the Academy of Nutrition and Dietetics (2014;114(7):996-1000).Editor's Note: This article is part of a series from the Nutrition and Dietetic Educators and Preceptors (NDEP) committee on topics of interest in dietetics education. A collection of education articles is available at www.andjrnl.org/content/education.With the increased cultural diversity of the population of the United States and the awareness of marked health care disparities, an understanding of cultural differences is imperative for health care providers. Accordingly, preparing dietetic students to become culturally competent practitioners becomes fundamental. One potential method of enhancing cultural awareness and competence is to incorporate international service learning (ISL) experiences into the curriculum. A critical element of service learning is reflection. The purpose of this survey was to determine the impact of a short-duration ISL program on the cultural awareness and competence of dietetic interns. This survey applied qualitative and quantitative methods to analyze students' reflective, electronic journals and service-learning surveys to assess the impact of internal service learning on the development of cultural awareness and reflective thinking. The survey involved six dietetic interns enrolled in a combined Master's degree/dietetic internship program who completed a 1-week service-learning experience in Belize. Interns completed supervised practice experiences in clinical and community settings and blogged their experiences each night. In addition, students completed the Health Professions Schools in Service to the Nation (HPSISN) Student Survey to assess changes in cultural awareness and competence. The survey demonstrated that ISL experiences serve to inform dietetic interns' cultural awareness, competence, and practice. A short-duration ISL is an effective pedagogy that can be integrated in the dietetic education curriculum. To take the Continuing Professional Education quiz for this article, log in to www.eatrightPRO.org, go to the My Account section of My Academy Toolbar, click the “Journal Quiz” link, click “Journal Article Quiz” on the next page, and then click the “Additional Journal CPE Article” button to view a list of available quizzes. To take the Continuing Professional Education quiz for this article, log in to www.eatrightPRO.org, go to the My Account section of My Academy Toolbar, click the “Journal Quiz” link, click “Journal Article Quiz” on the next page, and then click the “Additional Journal CPE Article” button to view a list of available quizzes. Perspectives of Cultural Competency from an International Service Learning ProjectJournal of the Academy of Nutrition and DieteticsVol. 114Issue 7PreviewEditor's Note: This article is part of a series from the Nutrition and Dietetic Educators and Preceptors (NDEP) committee on topics of interest in dietetics education. A collection of education articles is available at www.andjrnl.org/content/education. With the increased cultural diversity of the population of the United States and the awareness of marked health care disparities, an understanding of cultural differences is imperative for health care providers. Accordingly, preparing dietetic students to become culturally competent practitioners becomes fundamental. Full-Text PDF

A Glossary for Experiential Education in Law Schools

Without a consensus on nomenclature, comparisons and even conversations have been difficult. Institutions use different terms when referring to the same types of learning experiences, and use the same terms -- such as “practicum” or even “clinic” – inconsistently. The increasing proliferation of inconsistent terminology for experiential education offerings makes it difficult for prospective students comparing law schools, for regulators evaluating law schools, for legal employers assessing prospective hires, and for law schools engaging in self-assessment and redesign. This glossary was written by a collaboration of law teachers who are members of the Alliance for Experiential Learning in Law. We are from a range of law schools and teach using a range of methodologies. Our goal has been to create a common vocabulary to help bring clarity to the nomenclature chaos. Terms are organized into three categories: pedagogy, program design and course design. Significant delineations include experiential education pedagogy, which includes education through supervised practice experiences as well as simulated practice experiences, and clinical legal education, which is limited to education through supervised practice experiences, whether taught solely by faculty or by faculty in partnership with legal professionals external to the law school. Significant inclusions are programs not always considered experiential education: Cooperative Education Program, Lawyering Skills Competition Program, Legal Analysis, Writing, and Research Program, and Pro Bono Program. This glossary does not set forth evaluative criteria for experiential offerings, leaving that task to regulatory and other legal education groups. It does, however, provide a definition for the ideal experiential education program: an integrated lawyering program.

Perspectives of Cultural Competency from an International Service Learning Project

Editor's Note: This article is part of a series from the Nutrition and Dietetic Educators and Preceptors (NDEP) committee on topics of interest in dietetics education. A collection of education articles is available at www.andjrnl.org/content/education.With the increased cultural diversity of the population of the United States and the awareness of marked health care disparities, an understanding of cultural differences is imperative for health care providers. Accordingly, preparing dietetic students to become culturally competent practitioners becomes fundamental. One potential method of enhancing cultural awareness and competence is to incorporate international service learning (ISL) experiences into the curriculum. A critical element of service learning is reflection. The purpose of this survey was to determine the impact of a short-duration ISL program on the cultural awareness and competence of dietetic interns. This survey applied qualitative and quantitative methods to analyze students' reflective, electronic journals and service-learning surveys to assess the impact of internal service learning on the development of cultural awareness and reflective thinking. The survey involved six dietetic interns enrolled in a combined Master's degree/dietetic internship program who completed a 1-week service-learning experience in Belize. Interns completed supervised practice experiences in clinical and community settings and blogged their experiences each night. In addition, students completed the Health Professions Schools in Service to the Nation (HPSISN) Student Survey to assess changes in cultural awareness and competence. The survey demonstrated that ISL experiences serve to inform dietetic interns' cultural awareness, competence, and practice. A short-duration ISL is an effective pedagogy that can be integrated in the dietetic education curriculum.

Dietetic Students Evaluate the Implementation of the Nutrition Care Process and Standardized Language in Supervised Practice Experiences within a Coordinated Program that has On-Campus and Distance Education Cohorts

Dietetic Students Evaluate the Implementation of the Nutrition Care Process and Standardized Language in Supervised Practice Experiences within a Coordinated Program that has On-Campus and Distance Education Cohorts

The Parent Consultation Center

The Parent Consultation Center (PCC) is a win—win project that offers free consultation to families about childhood behavior problems and a supervised practice experience for counselors in training. The PCC can be replicated in any school district where there is a nearby university with a counselor education program. This is a guide to starting your own PCC.

Dietetic Students Help Plan State Dietetic Association Meeting through a Competitive Supervised Practice Experience

Dietetic Students Help Plan State Dietetic Association Meeting through a Competitive Supervised Practice Experience

Learning Through Supervised Practice in Student Affairs (review)

Reviewed by: Learning Through Supervised Practice in Student Affairs Scott C. Brown Learning Through Supervised Practice in Student Affairs Diane L. Cooper, Sue A. Saunders, Roger B. Winston, Jr., Joan B. Hirt, Don G. Creamer, and Steven M. Janosik New York: Brunner-Routledge, 2002, 215 pages, $26.95 (softcover) This book focuses on a defining experience for the emerging student affairs professional-the supervised practice. This text targets the troika of main players in this powerful educational experience: master's level graduate students, faculty advisors and site supervisors, and could be affectionately titled: "Supervised Practice in Student Affairs for Dummies." This book strives to be the one-stop shopping for all of your supervised practice needs, from soup to nuts, and succeeds over the course of six chapters: 1. Foundations of the Supervised Practice Experience: Definitions, Context and Philosophy; 2. Structure and Design of the Supervised Practice Experience; 3. Supervision: Relationships that Support Learning; 4. Application of Theory in the Supervised Practice Experience; 5. Legal and Ethical Issues; and, 6. Evaluating the Supervised Practice Experience. The authors cast a wide net with a sure hand, carefully crafting a book that can address any issue related to supervised practice through the whole life cycle of the experience, no matter what one calls it (i.e. internship, practicum, etc.), wherever the graduate program may be housed on a given campus, where the practice site is located, the type of supervisor, or range of responsibilities. The strength of this book is its gimlet-eyed look into the professional world that students will soon inhabit. The reality is that the student affairs workplace is an organic entity where pat black and white answers are replaced by the thousand shades of gray of questions. New professionals are tempered in the flames of these purposeful experiences where the conceptual meets the concrete, [End Page 475] theory meets practice, and the ideal meets the real in a whirl that can careen from excitement to confusion. More than at any other point in the student's education, everything counts and it is live. For persons to manage these multiple, often competing priorities and questions, they need to be an 'integrated student affairs professional," which the authors offer as equal parts life experience, attitudes and values, theoretical knowledge, applied knowledge, practical and technical skills, social and interpersonal skill and professional ethics. Given the attention the authors devoted to creating an engaging learning experience, the book practices what it preaches. Numerous reflection questions and exercises punctuate most chapters, as do many helpful worksheets in the appendices. While it can be read front to back, it has self-contained chapters that can be useful to the most harried practitioners. This book also has the added benefit of being applicable to those who supervise undergraduate student workers—many of the techniques can be applied to the para-professional positions in my own office. The two small drawbacks of this book are venal not mortal. The book is exhaustive, but also can be a bit exhausting. Like a movie that feels like it has one too many endings, the comprehensiveness of this volume can seem a bit much. The other issue is this book is largely written towards the graduate student, but sometimes the focus shifts to the faculty advisor or on-site supervisor without warning and can cause slight confusion about the intended audience. This book makes several worthy contributions to the field. Supervised practice and theory to practice has long been a focus in the professional literature (Argyris & Schön, 1974), and several authors of this already text have made significant contributions to this literature base (Winston, Creamer, & Miller, 2001). Given the remarkably broad and deep scholarly and professional experience of the authors, the text not only provides current state of the supervised practice art, but in many ways is the culmination. Another important contribution to the field is that the text addresses the issue of knowledge creation and application itself in student affairs. Though most student affairs professionals have graduate degrees, scholarly knowledge is produced by relatively few individuals (Brown, 1998). There are many calls for scholar-practitioners for those who engage in the scholarship of practice (Carpenter, 2001), but...

Assist the Next Generation of Dietitians

There are approximately 4,075 dietetics students in need of supervised practice experiences. If each student has four to five experiences, this creates a need for more than 18,000 placements annually. Soon every dietetics education program that has a supervised practice component will be searching for dietitians and dietetic technicians willing to share their professional knowledge and practice. Phone calls will be made and remade to try to accommodate the educational needs of these outstanding future practitioners. At the 2002 Ohio State University Spring Commencement President George W. Bush urged all students to provide two years, or 4,500 hours of service. We urge you to provide part of that service by assisting in the education of your future colleagues.

Supervised Practice Preceptors’ Perceptions of Rewards, Benefits, Support, and Commitment to the Preceptor Role

Preceptors provide supervised practice experiences for participants in dietetics education programs and are essential to the future of dietetics practice (1). Much effort is put forth by education programs to establish relationships with clinical facilities and obtain quality preceptors. These efforts could be lost, however, if programs fail to provide adequate support and maintain enthusiasm for the preceptor role. Risk of burn out exists when preceptors repeatedly assume this valuable role without appropriate rewards, support, and recognition (2,3).

Development of a tool that can be utilized for bothformative and summative evaluation when multiple sites are used for the supervised practice experience

Development of a tool that can be utilized for bothformative and summative evaluation when multiple sites are used for the supervised practice experience

Shaping Future Dietetics Professionals: What's in it for You?

Providing academic and supervised practice experiences that will meet future practice needs requires dietetics educators to cope with the many challenges of a changing external environment, leading them to explore a variety of strategies for training students. Downsizing, rightsizing, and reengineering at traditional practice sites, plus the increasing shift from acute care to community-based nutrition care, are creating a continual need for more opportunities for student learning experiences. Members of The American Dietetic Association (ADA) and their employers are becoming progressively more important to educational preparation of entry-level practitioners.

A Food Manufacturer as a Setting for Supervised Practice Experience in a Dietetics Education Program

Registered dietitians can fill many roles within a food manufacturing setting including provision of technical support, enforcement of regulatory functions in labeling and quality assurance, product development, and sales. While many of these roles may not require the RD credential per se, the knowledge base of RD's can provide a high level of understanding of and ability to help fulfill the needs of a food manufacturer. Kansas State University's Coordinated Program in Dietetics and Schwan's Sales Enterprises have cooperated to form a setting for an exciting supervised practice experience in a food manufacturing program. For a full semester, a senior dietetics student is assigned to various projects that will develop competencies critical to dietetics practice in the food industry. The program has been successful in introducing the potential RD candidate to the roles that lend themselves well to their education and potential careers.

Dietitians and Teams

LEARNING OUTCOME: Identify dietitians' team preparedness and perceptions of interdisciplinary team participation A fragmented professional education system is documented as a continual problem in preparing health care personnel to work in contemporary environments. Although problem-solving and group dynamics are included within the traditional dietetics curriculum, time constraints allow limited introduction to interdisciplinary team problem-solving. To identify perceptions of dietitians regarding team problem-solving and interdisciplinary preparation, a validated survey instrument was mailed to 184 persons who graduated during the past ten years from a Mid-Western University's coordinated program in dietetics. From the original population, 166 surveys were deliverable and 94 were returned. The average respondent is generally positively inclined toward group problem-solving ( M = 2.7 on a Likert scale 1-strongly agree to 6-strongly disagree), but feels ideas are stifled within the group setting. The respondents identified themselves as moderately confident in problem-solving ( M = 2.1). Although the respondents were positive regarding preparation for participating in interdisciplinary, they were not overwhelmingly so ( M = 3.0). While, the respondents indicated a moderately positive attitude toward interdisciplinary teams ( M = 2.1), individual items also suggested comfort with the process. Overall these dietitians were very confident (75%) that they could contribute to teams within the organization, especially when the teams were department specific or regarding patient focused care. There were no significant differences in results by age, current work site, or number of years in the profession. Persons who had participated in interdisciplinary teams were more positive toward team problem-solving and participation and they were certain of their ability to contribute to a problem-solving team. The results suggest dietetics undergraduate curriculum and supervised practice experiences must include more interdisciplinary team training and experiences.

Clinical training program for distributive pharmacists.

A training program to enable staff pharmacists in a state correctional system to shift their practice from distributive to clinical is described. Under a contract with the Texas Department of Criminal Justice (TDCJ), the University of Houston College of Pharmacy provides pharmaceutical services to 145,000 patients in 100 correctional facilities. An automated centralized distribution site was built in 1993 and four regional pharmacies were subsequently closed, resulting in the reallocation of eight distributive pharmacists positions to clinical services. Four of the eight pharmacists who would be displaced began a retraining program in preparation for decentralized clinical positions. The 18-month program, developed by university staff on contract to TDCJ and college faculty members, included 34 home-study modules, case studies, case presentations, seminars, and supervised practice experience. Three of the pharmacists completed the program, passed competency tests, and were certified for clinical practice privileges, including drug therapy assessment and written consultations. The three pharmacists now operate ambulatory care clinics at prison units. A clinical skills training program developed by a college of pharmacy correctional services division in cooperation with faculty members enabled staff pharmacists to convert their roles from distributive to clinical.