DTN 305 Exam 2

credential

"a letter or certificate given to a person to show that he has a right to confidence or to the exercise of a certain position or authority; that which gives credit; that which entitles to credit, confidence, etc., establishing reliability."1 This is an appropri-ate description of the work of the Commission on Dietetic Registration (CDR). **Protecting the Public

Licensure

"a state policy that provides consumers an assurance that a pro-fessional is competent to provide certain services and is used by profession-als to exclude the non-licensed from providing those services for a fee. It is a tool for creating and maintaining a verifiable minimum level of skill and competence." Licensure differs from registration in several ways. Although registration is recognized nationally, licensure is recognition by an individual state. Both credentialing systems afford some legal protection to the title of the practi-tioner, but licensure may also protect the right of an individual to practice in a state. Registration is voluntary, established and maintained in the private sector. Licensure may be either voluntary or mandatory, but it has formal legal status in the public sector. At present, 45 states, the District of Columbia, and Puerto Rico have enacted some form of regulation.

evidence-based practice

"the use of systemati-cally reviewed scientific evidence in making food and nutrition practice deci-sions by integrating best available evidence with professional expertise and client values to improve outcomes."

student portfolio

-self-assessment and evaluation -recording and displaying professional goals -documenting achievements •The portfolio creation process includes five steps: 1.Reflection 2.Assessment 3.Planning 4.Implementation 5.Evaluation •A student portfolio is representative, not comprehensive... •every document should have a caption that leads the reader to the importance of that piece and a reflective statement about it: -What you learned •Community or club activities •Classroom or school experiences •Academic recognition •Special skills •Work-related information/documentation •Other -What you would do differently the next time -Why you received the grade you did

To Become an RDN, You Must

1. Complete the minimum of a baccalaureate degree in an accredited DPD or CP that meets ACEND's "Core Knowledge for the RDN." Comple-tion of the academic requirements must be verified with a signed Veri-fication Statement from the program direct or. 2. Complete a minimum of 1,200 hours of supervised practice experience within an accredited CP or accredited DI that meets ACEND's "Core Competencies for the RDN." Completion of the supervised practice requirements must be verified with a signed Verification Statement from the program director. 3. Successfully complete the national Registration Examination for Dieti-tian Nutritionists (Figures 5-2 and 5-3).

Five steps of the portfolio creation process

1. reflection**: most important and possibly most difficult- answer what are your strengths, weaknesses, and interests, what you enjoy most in your coursework, work experiences, short and long term professional and personal goals + personal statement 2. Assessment: what are your learning needs? 3. Planning: what is needed to accomplish your learning needs? 4. Implementation: put the plan into motion. document what you are doing or have done to accomplish your plans 5. Evaluation: Review progress over the past few years. evaluate what you've learned and how you have applied the new knowledge

first Coordinated Program (CP) in Dietetics was developed

1962 combined the required internship with the academic program

How many ACEND accredited DPDs are there?

223

Students in Nutrition and Dietetics Technician Programs participate in how long of a supervised practice

450 hours

Didactic Program in Dietetics (DPD)

A dietetic education program that offers only the coursework necessary to meet the accreditation standards

DI

A dietetic education program that offers only the supervised practice experiences necessary to meet ACEND standards

Grievance/Complaint Procedure

ACEND makes it clear that "it will not intervene on behalf of individuals or act as a court of appeal for individuals in matters of admissions, appointment, promotion, or dismissal of faculty or students. It will act only upon a signed allegation that the program may not be in compliance with the accreditation standards or policies.

https://www.eatright.org/

Academy Mission, Vision and Principles Vision: A world where all people thrive through the transformative power of food and nutrition Mission: Accelerate improvements in global health and well-being through food and nutrition Principles: The Academy of Nutrition and Dietetics and our members: Amplify the contribution of nutrition and dietetics practitioners and expand workforce capacity and capability Integrate research, professional development, technology and practice to stimulate innovation and discovery Collaborate to solve the greatest food and nutrition challenges now and in the future Focus on system-wide impact across the food, well-being and health care sectors Have a global impact in eliminating all forms of malnutrition. Members of the Academy play a key role in shaping the public's food choices, thereby improving its nutritional status, and in treating persons with illnesses or injuries. Members offer preventive and medical nutrition therapy services in a variety of settings. Nutrition and dietetics practitioners work in health care systems, home health care, foodservice, business, research and educational organizations, as well as in private practice. As vital members of medical teams in hospitals, long-term care facilities and health maintenance organizations, they provide medical nutrition therapy — using specific nutrition services to treat chronic conditions, illnesses or injuries. Community-based dietetics practitioners provide health promotion, disease prevention and wellness services. As a leader in food and nutrition issues, the Academy provides expert testimony at hearings, lobbies Congress and other governmental bodies, comments on proposed federal and state regulations, and develops position statements on critical food and nutrition issues. The Academy of Nutrition and Dietetics strives to improve the nation's health and advance the profession of dietetics through research, education and advocacy. The organization accomplishes this through many dimensions:

Formula for sentences in resume

Action verb + object/person + to/for whom OR of/on/from/in what OR by/through/with what

self study

Before a dietetic program can begin accepting students, the program's director and faculty members must undertake an in-depth review process ACEND's "Candidacy for Accreditation" document. The self-study document outlines, in detail, how the dietetic program meets the ACEND standards. The written self-study document is then forwarded to ACEND and selected peer reviewers.

Maintaining Registered Status

CDR was one of the first health-related credentialing agencies to insist on continuing education. To maintain registered status, dietetics professionals must docu-ment their participation in professional development activities by creating a Professional Development Portfolio (PDP). During each 5-year reporting period, RDs/RDNs must achieve 75 continuing professional education units (CPEUs), and DTRs/NDTRs must achieve 50 CPEUs. The CPEUs must be based on each person's individual learning needs as identified in the profes-sional development portfolio process.

Commission on Dietetic Registration

Commission on Dietetic Registration The CDR, the credentialing arm of the Academy of Nutrition and Dietetics, was first called the Committee on Professional Registration. In 1969, it was charged with the implementation of national dietetic registration. In November 1975, the CDR was made an indepen-dent unit of the American Dietetic Association (ADA). The CDR is responsible for all aspects of the registration process: standard setting for registration eligibility, examination development and administra-tion, credentialing, and recertification. The CDR grants recognition of entry-level competence to dietitians who meet its standards and quali-fications. These dietitians may use the legally protected professional designation Registered Dietitian or Registered Dietitian Nutritionist, or the initials RD or RDN, respectively. Dietetic technicians who meet the standards and qualifications for technicians may use the legally protected professional designation Dietetic Technician, Registered or Nutrition and Dietetics Technician, Registered, or the initials DTR or NDTR, respectively. The Commission consists of 11 members. Credentialed practitioners, RDNs and NDTRs, elect nine members. These include seven RDNs, one RDN specialist, and one NDTR. A newly credentialed practitioner is appointed by the Commission for a 1-year term. In addition, a public repre-sentative is appointed to the Commission and has full rights and privileges.2

When Supervised Practice Is Completed

Completion of your supervised practice experience signifies the end of the second step in the three-step process of becoming a credentialed dietetics professional. If you are a CP or Nutrition and Dietetics Technician Program student, one Verification Statement will be issued to you, showing that you have completed both the academic and supervised practice requirements to sit for the national credentialing exam. CP students are eligible to take the national Registration Examination for Dietitian Nutritionists, whereas Nutri-tion and Dietetics Technician graduates are eligible for the national Registra-tion Examination for Nutrition and Dietetics Technicians.For individuals completing a DI, a second Verification Statement will be provided showing that the intern has met the supervised practice require-ments. This statement will be added to the academic Verification Statement from the DPD program, thus indicating that all requirements are met and that the individual is ready to move to step 3, sitting for the national Regis-tration Examination for Dietitian Nutritionists.

Computer matching

Computer matching is the process by which internship placement decisions are made. Computer matching is a contractual agreement between the Academy and D&D Digital Systems, whereby you are matched through a computerized process with the highest-ranked program that offers you a position. Com-puter matching uses the prioritized list of programs to which you applied and the internship's prioritized list of their applicants to make the matches. There is a $50 charge to applicants to participate in this process. Much thought should be given to prioritizing the programs to which you have applied. You must remember that your highest priority match is the one you must accept, so this step is a very important one. You register and pri-oritize your internship choices online at the D&D Digital website. Once you have prioritized your applications, be sure to keep a copy for your records. Your priority listing may be changed even after you have submitted it, up to a specific date during the application process.

Pros and cons of distanced learning

Convenience—the course may be as close as your computer with an Internet connection. Flexibility—you can attend class on your schedule because the material is available 24 hours a day, 7 days a week. Availability—more and more universities are providing distance education coursework. Accessibility—you can work anywhere you have computer access. Self-directed—you have more control over the learning environment and can set your own pace or schedule. Cost—taking courses online is usually cheaper than incurring moving costs and other expenses involved in relocating to a traditional university setting. Negative aspects of distance learning include No campus atmosphere—part of the traditional college experience is actually being on campus, soaking up the atmosphere, and experiencing traditional college life. Limited social interaction—you do interact with classmates and instructors via email, chat rooms, and discussion groups, but you miss some of the social interaction that is often part of the traditional on-campus experience. No face-to-face time with the instructor—the amount of one-on-one interaction you have with the course instructor varies from course to course and university to university. However, if you are the kind of student who likes personal attention from your instructor, distance education may not be for you. Making time—if you are a procrastinator or if you need a push to complete your work, you may have a difficult time with the self-discipline necessary to work independently in distance classes Requires new skills and technology—if you are "technophobic" and are uncomfortable with computers and technology, then online education may be a struggle for you, at least in the beginning. Expense—you may need specific computer hardware or software to participate in the distance education program, which may lead to additional expense.• Test taking—you may need to go to a specific location for proctored examinations or to make other special arrangements for taking tests.16

Masters degree in dietetics

Currently, a growing number of post-baccalaureate dietetic internships offer the new graduate the opportunity to pursue a master's degree concur-rently with obtaining the required DI experience. Many students find this opportunity exciting, and see the master's degree/internship combination as a chance to further their education in a more in-depth and focused way while meeting the dietetics supervised practice requirements.Master's degrees may be earned in any number of areas, including the following: MPH—Master of Public Health MBA—Master of Business Administration MS—Master of Science (in a variety of subjects) MEd—Master of EducationCurrently, CDR has indicated that the master's degree can be in any area. However, students will still need to meet the Core Knowledge competencies, whether in their undergraduate program or as part of their master's degree program. As pilot programs and outcomes analyses unfold in the next few years, many of the questions and controversies will be answered and clarified.Most master's degree programs require 30 to 36 credit hours beyond the baccalaureate degree. A master's program may be research oriented, with the student completing both coursework and a research project.

Making the Decision: Coordinated Program versus Dietetic Internship

Currently, there are 56 CPs in Dietetics and 246 DIs in the United States. CPs often draw their students from a more regional area, whereas DIs may attract students from across the country. Because supervised practice hours are built into the degree program, CPs are intense and allow for few unrestricted electives. However, CP graduates are immediately eligible to sit for the RDN exam, and thus enter practice sooner than their internship-bound classmates. Students who decide to enroll in a didactic program fol-lowed by an internship may have more unrestricted electives; thus, it may be easier for them to gain a minor or second major during their undergraduate program. Interns may be able to combine graduate coursework or a full mas-ter's degree program along with their internship. As mentioned earlier, there are also some master's-level CPs. Twenty-six of the 56 CPs culminate in a graduate degree.

DPBRN

Dietetics Practice Based Research Network brings together dietetics practitioners and researchers to identify and design research that can be carried out on the job.20 Dietitians can propose ideas for research projects, serve on the advisory board that selects research projects to be pur-sued, help collect data on the job, and be a part of disseminating the research findings.

E-portfolio

Digital portfolios allow the incorporation of text, images, diagrams, audio, video, and other multimedia elements with the benefits of minimal storage space, portability, ease of creation/updating/editing, wide accessibility, proof of technological expertise, and long shelf-life not digital scrapbooks or multimedia presentations although content is useful in preparing a profile for an online social network, it is not a LinkedIn resume

Exhibitor Advisory Council

EAC

Expanded food and Nutrition Education Program

EFNEP

Electronic Mailing List

EML

Fellow of the American Dietetic Association

FADA

Filipino American Dietitians and Nutritionists (MIG)

FADAN

Fellow of the Academy of Nutrition and Dietetics

FAND

Food and Culinary Professionals (DPG)

FCP

Food and Nutrition Conference and Exhibition

FNCE

Fifty Plus in Nutrition and Dietetics (MIG)

FPND

FERPA

Family Educational Rights and Privacy Act which requires that you give permission for a faculty member to release information about you, such as your grade point average (GPA), class rank, and other specific information that is not part of your public records.

December 1940 issue of the Journal of the American Dietetic Association

General chemistry, organic chemistry, and biochemistry were required, as well as human anatomy and physiology, psychology, sociology, economics, educational psychology, food preparation, advanced courses in nutrition, and numerous courses in quantity cookery, organization, and management.

Doctoral programs

Graduate study at the doctoral level also may be completed in a variety of disciplines: PhD—Doctor of Philosophy (in a wide variety of disciplines)• EdD—Doctor of Education DSc—Doctor of Science DBA—Doctor of Business Administration JD—Doctor of Jurisprudence or Doctor of Law MD—Doctor of MedicineMost doctoral programs are considered approximately 90 credit hours of study beyond the baccalaureate degree, about 30 credits hours of which may be research. Doctoral degrees involve advanced coursework, completion of a major research endeavor, and the writing and defense of a dissertation. Individuals who complete doctoral degrees often teach in colleges and universities, work as researchers in higher education or in industry, or become chief executive officers of organizations.

RDN salaries

However, data show that at the 50th percentile of salaries reported, RDNs with a master's degree reported making $31.48 per hour, whereas those with a bachelor's degree earned $28.85 per hour, a difference of only $2.63 per hour.

If You Already Have a Baccalaureate Degree, You Must

If you already have the minimum of a baccalaureate degree in any area and wish to become a NDTR or an RDN, you must first have your transcripts evaluated to ascertain what additional courses you will need to take to meet the current ACEND "Core Knowledge for the RDN." This evaluation must be completed by the program director at the ACEND-accredited academic program to which you are seeking admission. Earning an additional degree in dietetics may or may not be required, depending on the institution's policies. Once the appropriate academic requirements have been completed, you may then pursue application to the appropriate supervised practice experience program and then sit for the credentialing examination.

Specialty Credentials

In 1993, the first specialty examinations were administered, enabling RDs who met the prescribed criteria to become board certified in specific specialty areas of dietetics practice. Currently, the CDR offers specialty credentials in five areas: Board Certified Specialist in Renal Nutrition (CSR) Board Certified Specialist in Pediatric Nutrition (CSP) Board Certified Specialist in Sports Dietetics (CSSD) Board Certified Specialist in Gerontological Nutrition (CSG) Board Certified Specialist in Oncology Nutrition (CSO) These credentials typically require that the candidate has been an RD/RDN for at least 2 years and have from 1,500 to 2,000 hours of practice in the area of specialty.

Individualized Supervised Practice Pathways (ISPPs)

Individualized supervised practice pathways, or ISPPs, were introduced in September 2011 by the Academy. These programs provide students the opportunity to gain the required knowledge and skills for dietetics practice by working under the guidance of individual practitioners with direction from an ACEND-accredited dietetics program. Individuals who can take advan-tage of an ISPP are limited to the following:• Pathway 1: Didactic Program in Dietetics (DPD) program graduates who hold a DPD Verification Statement and have a baccalaureate degree granted by a U.S. regionally accredited college/university. Before a DPD graduate can apply to an ISPP, they first must have applied to a dietetic internship but did NOT match in the computer matching process.• Pathway 2: Doctoral program graduates. For these individuals, a DPD Verification Statement is not required. The doctoral degree must be granted by a U.S. regionally accredited college/university.

Test item development

Individuals trained in the specifics of test construction develop test questions. Care is taken in choosing individuals who represent diverse practice areas and population subgroups. Four criteria are applied to each test question: (1) the question must be relevant and critical to entry-level practice; (2) the question must be accurate, current, and clear; (3) the question must not reflect regional or institutional differences; and (4) the question must conform to test specifi-cations. Test items are reviewed by professional test editors to eliminate tech-nical flaws, ambiguities, and potential bias. Questions that are considered to be editorially and technically sound are then pretested as unscored items on an actual exam. Such a "trial run" of the unscored items allows the test developers to see whether the test item truly discriminates between those who are entry-level competent and those who are not. ***pg 153

Requirements to sit for the RDN exam

Individuals who have completed both the academic preparation and the supervised practice requirements and have received signed Verification State-ments for both of these experiences may sit for the national Registration Examination for Dietitian Nutritionists or the Registration Examination for Nutrition and Dietetics Technicians. A Verification Statement signed by the program director and a transcript documenting completion of the required courses must be submitted with the examination application. If a person is returning to college or university to complete a degree started at some ear-lier time, a dietetics program may require that person to update previous coursework before issuing a Verification Statement. Once your eligibility to take the examination has been established, you will be sent a letter that authorizes you to schedule an examination time with Pearson-VUE. This authorization document expires 1 year after its issuance. If you don't successfully complete the RD/RDN or DTR/NDTR exam within 1 year, you must contact CDR to be reauthorized.5

examples of continuing edu-cation activities include:

Lectures Workshops Journal clubs and study groups Seminars Case presentations Video, audio, and computer-based materials• Self-study programs Culinary skills training Physical assessment training Multiskill training Computer technology training

test item analysis

Performance statistics are reviewed for each test question to identify problems. Experienced item writers review test items that appear to be problematic before those items are included in the scored item pool. This eliminates items with potential response problems or ambiguities. This review process is repeated on an ongoing basis as test items are administered.

Steps in Professional Portfolio Development

Reflect on your professional practice to establish professional goals.• Conduct a learning needs assessment to identify what you know now and what you need to learn to reach your goals.• Develop a learning plan that shows how you will meet your goals.• Implement your learning plan through continuing professional devel-opment activities.• Evaluate your learning plan outcomes to assess how you have applied what you've learned and its impact on reaching your goals, refocusing those goals when necessary.

Three formats of a resume

Reverse chronological functional combination

Service Learning in Dietetics

Service learning is defined as "a teaching method that combines explicit academic learning objectives with community service."17 Service learning fosters citizenship, personal development, social responsibility, interpersonal skills, and tolerance. Finally, service learn-ing can provide you with an opportunity for career exploration and can lead employment opportunities.

Computer-Adaptive Testing

Since July 1999 computers have administered registration examinations for both RDs/RDNs and DTRs/NDTRs. CDR decided to implement computerized testing because it recognized the many advantages this method offers to examinees. These include the following: Flexible test administration dates allow examinees to schedule the examination at a time convenient to them throughout the year. Retesting is available 45 days after the previous test date. A unique examination is generated based on each examinee's entry-level competence. Score reports are distributed to examinees as they leave the test site. The registration examinations are administered at Pearson-VUE test cen-ters nationwide. Eligible candidates must use the Pearson-VUE web portal to schedule their reservation to take the examination. The cost is $200 for the Registration Examination for Dietitian Nutritionists and $120 for the Regis-tration Examination for Nutrition and Dietetics Technicians.The examinations are variable in length. For the RDN examination, each test taker is given a minimum of 125 questions; 100 of these are scored questions and 25 are questions that are being pretested for use on sub-sequent examinations and are unscored. The maximum number of ques-tions possible is 145; 120 are scored questions and 25 are unscored pretest questions.For the NDTR examination, each examinee is given a minimum of 110 questions; 80 of these are scored questions and 30 are unscored pretest questions. The maximum number of questions is 130, with 100 scored items and 30 unscored pretest items. All questions for either the RDN or NDTR exam are in multiple-choice format.For both examinations, test takers are given a total of 3 hours, which includes time for an introductory tutorial. The clock starts ticking with the administration of the first test question. From that point, the test taker has a maximum of 2.5 hours to finish the exam.

DIs vary in length

Some are as brief and intense as 6 months, during which interns work 50 hours per week to complete the requirements. Others may last 1 or 2 years, especially if graduate coursework or a master's degree is combined with the supervised practice program. Students in Coordinated Programs in Dietetics (CPs) are involved in supervised practice concurrently with their didactic coursework. Some pro-grams may start the supervised practice experience during the junior year and extend the acquisition of the 1,200 hours over three or four semesters. The Academy of Nutrition and Dietetics website also lists 23 CPs that provide the opportunity for students to combined graduate coursework with supervised practice, culminating in a master's degree.

SOPPs

Standards of Professional Performance The SOPPs represent six domains of professionalism: Provision of Services Application of Research Communication and Application of Knowledge Utilization and Management of Resources Quality in Practice Competency and Accountability

ACEND's Standards and the Accreditation Process

Standards on Program Eligibility for ACEND Accreditation. These standards relate to program sponsorship, organization, financial resources, and leadership. The goal is to make sure the program has a structure in place that will ensure success in achieving program excellence.• Standards on Program Planning and Outcomes Assessment. These standards are designed to ensure that the dietetic education program has a clearly stated mission, goals, and objectives. The program must have an assessment process in place with appropriate outcome measures that allows for ongoing program improvement and determining if the program's goals and objectives have been met.• Standards on Curriculum and Student Learning Objectives. These standards help to make sure the program's curriculum gives students the proper foundation in the areas that form the basis of dietetics practice (biomedical, nutritional, behavioral, managerial, and clinical sciences). The content and sequencing of the curriculum and the type of practice experiences must be appropriate to prepare graduates for successful careers. Methods of promoting student learning and development of lifelong learning skills and the assessments to measure these must be documented.• Standards on Program Staff and Resources. These standards help to ensure that the dietetics program has fair policies and procedures and capabilities to attract, develop, and retain well-qualified faculty and staff so that the program's goals and objectives can be achieved. The program must also demonstrate that it has adequate and appropriate facilities and resources to offer a high-quality program.• Standards on Students. These standards help to ensure that the program provides adequate resources as well as fair policies and procedures to support students and their progression and personal/professional development.

Applying for the Supervised Practice Experience

Step 1: Gain Dietetics-Related Work ExperienceStart early by gaining dietetics-related work experience. This may be paid experience or volunteer experience. Gain experience in as many different Step 2: Investigate the Available Supervised Practice Programs Step 3: Narrow Your Choices Step 4: Become Familiar with the Dietetic Internship Centralized Application System (DICAS) Step 5: Register for Computer Matching Step 6: Seek Letters of Reference/Recommendations Step 7: Send Official Transcripts of All Academic Coursework Step 8: Proofread Your Application Step 9: Make a Copy of Your Application Step 10: Check the Due Date Typically, this date is in mid-February for a fall supervised practice start date or mid-September for a January start date.

Audience of different portfolios

Student: self, teachers, career counselors career: self, employers (future and current), future practitioners professional: self, CDR

supervised practice component

Students who are participating in a coordinated program in dietetics or a Nutrition and Dietetics Technician Program will have courses that have a supervised practice component. A dietetic education program with a supervised practice component (Nutrition and Dietetics Technician Program, CP, or DI) also must include a concentration area as part of the curriculum. The concentration area doesn't mean that the student becomes a specialist in the area, but rather allows the student to gain some additional depth in a particular aspect of dietetics practice. The concentration area(s) is chosen on the basis of the mission, goals, resources, and expected learning outcomes developed by the program.

Fellow

The ADA established the credential Fellow to certify those registered dieti-tians who demonstrated empirically defined characteristics of achievement and leadership (abbreviated FADA, for Fellow of the ADA). To become a FADA, candidates had to meet the following requirements:• Be an RD. Submit documentation of a minimum of a master's degree, earned and granted by a regionally accredited U.S. college or university or foreign equivalent. Submit documentation of a minimum of 8 years of work experience as an RD. Submit documentation of at least one professional achievement. Submit documentation of professional positions Submit documentation of professional contacts. Submit a written response to an approach-to-practice scenario.A portfolio submitted by the candidate was judged through peer review. Certification as a FADA was granted for a 10-year period.

FAND

The Academy has now established a Fellow of the Academy of Nutrition and Dietetics, or FAND, program to "recognize Academy members who have distinguished themselves among their colleagues, as well as in their communi-ties, by their service to the dietetics profession and by optimizing the nation's health through food and nutrition."15 A Fellow is expected to embody the Academy's values of customer focus, integrity, innovation, and social respon-sibility.

Distance Internships

The Academy website currently lists 19 internships that offer distance edu-cation options.7 To gain admission to these kinds of programs, a student must obtain the application guidelines from the internship and then work on their own to set up sites to obtain supervised practice experiences prior to applying for program admission. Typically the applicant must present to the distance internship program a complete listing of facilities and precep-tors in their geographic area who have agreed to work with the student as part of their application packet. Every program has its own policies and procedures. If this sort of program sounds as if it may meet your needs, visit the websites of these programs and see whether such a program may be right for you.

https://www.eatrightpro.org/acend

The Accreditation Council for Education in Nutrition and Dietetics is an autonomous accrediting agency for education programs preparing students to begin careers as RDNs or DTRs. Mission ACEND® ensures the quality of nutrition and dietetics education to advance the practice of the profession. Vision ACEND® is valued for advancing excellence in nutrition and dietetics education. Values Objectivity Integrity Accountability Respect Goals To achieve its mission and vision, the ACEND® board has established strategic goals. Assures the quality of nutrition and dietetics education through a peer review process. Effectively communicates the accreditation process and expectations. Fosters innovation in nutrition and dietetics education. Strategic Plan The ACEND®Board reviews and revises its strategic plan each year. View the current strategic plan.

passing-score determination study

The CDR periodically conducts a passing-score determination study, using experienced dietetics professionals from diverse practice areas and population subgroups. Content experts establish the minimum level of acceptable profes-sional performance expected on a certification test. The CDR uses a criterion-referenced approach for determining the passing score. This criterion-referenced passing score becomes the basis for equating future exams, thus ensuring that all the versions of the examinations are of equal level of difficulty.

Standards of Practice and Standards of Professional Performance

The Standards of Practice (SOPs) and Standards of Professional Performance (SOPPs) are tools for credentialed dietetics practitioners to use in profes-sional development. They serve as guides for self-evaluation and to determine the education and skills needed to advance an individual's level of practice. Although not regulations, the standards may be used by regulatory agen-cies to determine competency for credentialed dietetics practitioners. The self-evaluation and can be used as part of the Professional Development Portfolio as each dietetic practitioner strives for ever-increasing levels of competence in his or her practice.

The Code of Ethics for the Profession of Dietetics

The current code of ethics outlines ethics considerations in four areas: (1) responsibilities to the public, (2) responsibilities to clients, (3) responsibilities to the profession, (4) responsibilities to colleagues and other professionals. Disciplinary actions may include censure, probation, suspension of Academy membership, suspension of registration, expulsion from member-ship, or revocation of registration status.

Match Day for Dietetic Internship Placement

The day on which you find out if you have matched for an internship place-ment is one filled with anticipation and excitement. The dates for "Match Day" are announced by the Academy and D&D Digital Systems each year. Your DPD director can provide this information for you. Students who apply for a DI starting in the fall are notified of the match results on a specific "Notification Day" in April. Students applying for a DI starting in the spring are notified on a "Notification Day" in November. What happens if you do not receive a match? It's not the end of the world. Sometimes programs do not fill all their available internship slots. D&D Digi-tal will post on its website a list of programs that have open spaces and want those openings advertised. This is known as the "second round match." If you give permission, your name and contact information will be sent to these internships and to your DPD director. Your DPD director can work with you to look at the internships that have open positions and evaluate whether you'd like to submit your application to one of those programs. Each year, many students who did not receive a match in the computer process eventually receive an internship placement in this "secondary" process. Or, you may elect to wait until the next round of computer matching and reapply.Once you have finished your academic program, your DPD director will provide you with a Verification Statement indicating that you have completed your final DPD coursework. Your DPD director must sign this form, and you must send it to your internship director before starting the supervised practice experience. Pack your bags! You're on your way!

steps in the CDR's test development program.

The dietetics practice audit is the important first step in this process.

Dietetic Registration

The purpose of registration is to protect the nutritional health, safety, and welfare of the public by encouraging high standards of performance of indi-viduals practicing in the profession of dietetics. Registration of dietitians began in 1969, providing a legally protected title for credentialed practitio-ners. At its inception, registration required membership in the ADA, comple-tion of an examination, and a continuing education requirement. More than 19,000 members of the ADA were "grandfathered" and became registered during the initial enrollment period when the examination was waived.3 As of June 14, 2016, there were 95,037 RDs/RDNs.4 Dietetic technicians were first admitted to membership in the ADA in 1975. Certification for DTRs became a reality in 1983. The CDR currently recognizes 5,467 DTRs/NDTRs.4 Membership in the Academy is not a requirement for RD/RDN or DTR/NDTR status.

To Become a NDTR, You Must

There are two options by which one may become a NDTR:1. Complete a Nutrition and Dietetics Technician Program that is accredited by ACEND of the Academy of Nutrition and Dietetics that includes 450 hours of supervised practice experience in various community pro-grams and healthcare-related and foodservice facilities and complete at least a 2-year associate's degree at a U.S. regionally accredited college or university (Figure 5-1A). OR 2. a. Complete coursework in an ACEND-accredited didactic program or coordinated program in dietetics and complete at least a bachelor's degree at a U.S. regionally accredited college or university. b. After completing the degree and dietetics coursework, pass the national dietetic technician examination by the CDR. c. Complete continuing professional education requirements to maintain the NDTR credential.

Verification Statement.

This form is a legal document This document, bearing the original signature of the program director, verifies that the student has successfully completed the academic portion of entry-level requirements. Students completing a DPD and a post-baccalaureate supervised practice program will have two Verification Statements; students completing a CP or a Nutrition and Dietetics Technician Program will have only one. These statements must be presented when the student changes from student to active membership in the Academy or when the graduate applies for a license to practice dietetics in a state that has licensure for dietetics professionals.

shortage of DIs

Why is this shortage occurring? The answer is a complex one. Interest in food and nutrition among the public has skyrocketed, and more and more individuals are interested in pursuing a career in a food/nutrition-related profession. Because RDNs are touted as "the nutrition experts," it is logical that students flock to dietetic education programs. Growing program enrollment in higher education institutions is viewed positively by administrators.At the same time, increases in healthcare costs and legislative efforts to control these costs in healthcare systems, such as the Patient Protection and Affordable Care Act, have caused sweeping changes. Since most dietetic internships are located in/sponsored by hospitals, cost reduction efforts and ever-increasing bureaucracy have made many chief executive officers and other hospital administrators leery of adding new programs. Height-ened focus on liability issues and patient privacy add to the concerns. Many internships are forced to be solely self-supporting, and thus, students must be charged ever-increasing tuition/fees to cover their costs. Finding facilities will-ing to take dietetic students/interns is increasingly challenging because typi-cally facilities and preceptors are not paid to participate in dietetic education. Thus, the work of planning experiences as well as directing and evaluating students is an additional demand on RDNs who may already be overworked and underpaid. The bottom line is that starting up a new internship is a tough business!

Test specifications

a description of the content to be tested, the proportion of the test to be devoted to various content areas, and the characteristics of acceptable test items.

A Registered Dietitian Nutritionist (RDN)

a food and nutrition expert who has met the minimum academic and professional requirements to qualify for the RDN credential.

A Nutrition and Dietetic Technician, Registered (NDTR)

a food and nutrition practitioner who has completed at least a 2-year associate's degree at a U.S. regionally accredited university or college, required coursework, and at least 450 hours of supervised practice accredited by ACEND or at least a bachelor's degree at a U.S. regionally accredited university or college and required coursework for a DPD.

Building a Career Portfolio

a portfolio is "a collection of materi-als designed to show your work or competencies in a specific area." Many dietetic education programs require each student to compile a portfolio dur-ing his or her academic program that showcases the student's skill and abili-ties. Increasingly, portfolios are developed and accessed online. Examples of materials that may be found in a portfolio include the following: A statement of originality (indicating that the contents belong to you and asking people viewing the contents to keep the information confidential) A statement of your work philosophy Career goals A brief biography Your résumé Skill areas, including work samples, letters of recommendation, and skill sets (checklists of critical skills related to the area) Works in progress Certifications, diplomas, degrees, scholarships, and awards Professional memberships/affiliations and certifications Academic plan of study Supervised practice plans Publications Faculty and employer biographies References As you enter dietetics as a practicing professional, you will create and maintain your career portfolio as part of the CDR credentialing process.

Cover Letter

accompany resume will be read before resume and average time spent reading the letter will be about 20 seconds be concise and clear; reader's first impression of your writing and organizational skills first paragraph= how you heard about the position, strengths related to the job, discuss why the company/organization appeals to you second paragraph=describe your qualifications, skills, and accomplishments avoid repeating resume verbatim chance to direct reader's attention to any parts of your resume that are most relevant or to explain anything that needs clarification and to show personality 3rd paragraph= relate yourself to the organization: why you would be a good fit and what you can bring to the company Last paragraph= should contain the fact that your resume is enclosed, a request for an interview appointment, and how and when the employer may easily contact you Tips: make more personal and address letter to specific person

Commission on Dietetic Registration (CDR)

administers the national NDTR examination

Student Portfolio

allows you to: -Think about and plan your future -evaluate your progress -identify learning experiences that will help you reach your goals -learn to use a progressive tool that will be carried forward from year to year to recognize vital pieces of your personal, academic, and career development process -record ongoing work and accomplishments

Online portfolio

allows you to: -have an edge in the promotion process -shine in a performance review -distinguish yourself from the competition -turn a job interview into an offer -find the right position for you -create the opportunity to stand out -be professionally empowered -possess better, more authentic, more robust evidence of good practice--for reflection, discussion, and/or evaluation -leave a legacy to new members of the profession -demonstrate ability to use technology

Score reporting

announces the examinee's performance on the certification exam. The report gives a total scaled score as well as subscaled scores in the different test domains (nutrition and foodservice). Twice a year, in February and August, the CDR provides dietetic education programs with both a test summary of how the institution's graduates have performed and also individual scores by name when the examinee has authorized his or her scores to be released to the program.

those pursuing the Registered Dietitian Nutritionist (RDN) credential must successfully complete how many hours

at least 1,200 hours. Although ACEND dictates that a minimum number of hours must be included in supervised practice, the division of these hours among the different competencies to be achieved is not mandated. Each dietetics program looks at its goals, desired outcomes, and resources and decides how to divide the hours. In other words, to meet the 450- or 1,200-hour requirement, the program does not have to provide one-third of the hours in community nutrition, one-third in foodservice management, and one-third in clinical nutrition. As long as the program can demonstrate by outcome assessment that its graduates are meet-ing the core competencies, the faculty can design the program to take the best advantage of its resources and meet the specific needs of its constituencies.

Tips for communicating in interview

be sincere, courteous, tactful, and enthusiastic be thorough but concise in your answers, don't talk to much be articulate and vary tone, volume, and tempo of your voice. speak clearly and audibly control interview content; responses should directly address the questions and can smoothly transition to an area or subject you want to talk more about display interest in the interview and treat every question as important when questions or comments are vague, ask for clarification use the pause-to-think method avoid negative comments about professors, former employers, coworkers, etc. be prepared to respond to questions about your weaknesses in addition to strengths respond tactfully to questions about your personal life whether or not your understand their relevance to your motivation, qualifications, or goals be yourself do not be intimidated by competition be prepared for a sophisticated, professional interview technique be honest and consistent in responses distinguish between questions that call or fact versus opinion be confident observe the interviewer and copy his or her demeanor, style and pace. Don't be familiar--professional interview not making a friend maintain a comfortable level of eye contact. If interviewed by a group, address them all with your eyes be prepared to ask questions; best questions are follow-ups to what you are being asked, requesting additional information use appropriate language, avoiding inappropriate slang and references to age, race, religion, politics, and sexual orientation to redirect the interview to you, ask a question related to something you would be interested in doing don't appear desperate. stay cool, calm, and confident review your past interviews to improve your techniques encourage yourself

Possible items to include in a portfolio

community/club activities classroom/school experiences academic recognition special skills work related other (e.g. philosophy statement, academic plan of study, resume and cover letter, personal statement, career summary and goals, transcripts, degrees, and qualifications, etc.

https://www.cdrnet.org/

credentials

Distance education

defined as "planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, and special methods of com-munication by electronic and other technology, as well as special organizational and administrative arrangements." At present, four DPDs offer the complete baccalaureate degree in dietetics online. Three CPs, 20 DIs, and 5 Nutrition and Dietetics Technician Programs are available in a distance education format. 14

Portfolio

defined as a coherent (not exhaustive) set of materials including work samples and reflective statements on these samples, compiled by a person to represent his or her practice as related to desired outcomes unique and valuable means of communication between you and others your profile is a display of your individual goals, growth, and achievement, as well as a testimony to acquired knowledge and professional and personal attributes *** a portfolio is representative, not comprehensive

Mary W. Northrop

dietitian at Montefiore Hospital in New York City, stated in 1929, "We must take the college girl who comes to us and make her into a professional woman; that six months is too short a time in which to accomplish so complete a metamorphosis is obvious. It seems probable that we shall be forced either to increase the length of our courses or to demand that the colleges send us more mature and competent students.

continuing education

education beyond that required for entry into the profession.

item pool review

experienced test reviewers appointed by the CDR review the items for content accuracy, currency, and relevance to entry-level practice. They must also be sure that each item has one best answer. Only when a test item has successfully passed the content, measure-ment, and editorial review will that item be included in the computer-based test item pool.

resume content

focus n relevant accomplishments and transferrable competencies, not job duties and responsibilities Use PAR statements Project, Action, Result quantify experiences to make a stronger impression list strengths first where it will be most likely to be read do not include any data related to salary expectations, religious or political affiliations, geographical restrictions, age, or relationship status include gpa only if 3.0 or above some experts suggest that an initial impression can be made with a resume that begins with a profile rather than the standard objective statment. A well-written profile provides a summary of your skills and identifies your unique qualities and strengths e.g. A hard-working, energetic dietetic student who will graduate from a rigorous nutritional science program this year; experienced in hospital dietetics, undergraduate research, and working on team projects; a self-starter with a unique flair for multitasking, planning and organizing assignments, and working with people

Functional Resume

format popular in the 1970s and 80s and is viewed skeptically by some employers places emphasis on your qualifications without focus on specific dates this format outlines transferable work skills summarizes professional functions or experiences and avoids or minimizes your employment history particularly effective when you lack professional experience or haven't used skills in a while

Graduate Education

in February 2015, ACEND recommended that a master's degree be the level of educational preparation for entry-level, generalist, RDNs. The goal is for the transition to the master's degree for entry-level to be accomplished by 2024.

Dietetics practice audit

in-depth study of dietetics practice that describes the knowledge and skills needed to perform in a competent manner at a specified level of dietetics practice. Dietetics practice audit--> Test specifications--> Test Item development--> New Test Item Review--> Item pool review--> Application process--> Test administering and pretesting--> Test item analysis--> Scoring and statistical analyses--> Score reporting--> Program evaluation-->

Turning student portfolio into career portfolio

include SWOT analysis -Strengths, weaknesses, opportunities, threats -opportunities and threats are considered external factors in addition, the student portfolio needs to be updated and contents selected for the change in purpose and audience

Licensing statutes

include an explicitly defined scope of practice and make it illegal to practice dietetics without first obtaining a license from the state.

Interview

interview will often make his decision about your in the first few seconds or minutes of the interview if the results of the first impressison are favorable, the interview will last the full half hour or longer. employers and graduate schools are looking for some basic qulaities: comunication skills, appearance, personality, ability to think, energy level, and leadership potential interview is a two way street: find out whether this will fit into career goals

Registration

is the least restrictive form of state regulation. It prohibits use of the title dietitian by those not meeting state-mandated qualifications. However, unregistered persons may practice the profession.

Statutory certification

limits the use of par-ticular titles to persons meeting predetermined requirements, but persons not certified can still practice dietetics with a different title.

Accreditation

means that the program not only writes a self-study document, but the peer reviewers also visit the program to verify that what was written in the self-study

Reverse chronological resume

most commonly used, most widely accepted, most familiar to employers and easiest to read work experiences are listed in chronological order starting with the most recent and working back through the years

Applicant Guide to Supervised Practice

publication of Nutrition and Dietetic Educators and Preceptors (NDEP), an organizational unit in the Academy. This publica-tion is updated annually and may be purchased from the online store at www.eatright.org. A good way to acquire information about supervised practice is to visit the Student Center website, an area on the public Academy website (www .eatright.org) that is chock-full of great information for students. The Mem-bers Only section of the Academy website offers additional information for Academy student members about improving one's chances of getting an internship placement, student tips for success in supervised practice, and information about the availability of DIs.6Other sources for information and guidance about the DI application pro-cess are the websites set up by DIs themselves. Because being selected for a DI is increasingly competitive, students can benefit from these informative sites and gain insight into what each program may be looking for in applicants.

Eligibility Requirements and Education Standards

published in 2012 latest version of entry level dieticians

1927 Issue of the Journal of the American Dietetic Association

published the first standardization of courses for student dietitians in hospitals as proposed by the section on education of the ADA entrance requirements for the hospital-based training program required the dietetic student to be 21 years of age and have a minimum bachelor's degree with a major in foods and nutrition from a college or university of "recognized rank"

The Accreditation Council for Education in Nutrition and Dietetics (ACEND)

recognized as the accrediting agency for associate-degree Nutrition and Dietetics Technician Programs, baccalaureate-level Didactic Program in Dietetics (DPDs), baccalaureate and graduate-level CPs, and post-baccalaureate Dietetic Intern-ships (DIs). ACEND has a 15-member board. In addition, a group of peer reviewers with expertise in dietetics education and practice is appointed by ACEND, as needed, to visit and evaluate programs and make recommendations on accreditation. Currently, 136 of these peer reviewers have been trained to evaluate and assist dietetics education programs in the accreditation process.9 ACEND functions as the governing unit and grants final accreditation awards.

Professional Development Portfolio

required by the dietetic profession's accreditation committee as part of the continuing education program for registered dietitian

Basic preparations for the interview

research the school/company/organization using the internet, printed materials, and conversations with faculty, alumni, students, employees and others

Primary purpose of student and career portfolios

self-assessment therefore, every document should have a caption that leads the reader to the importance of that piece and a reflective statement

SOPs

standards of practice The SOPs relate directly to patient care and are based on the four steps of the Nutrition Care Process (NCP): Nutrition Assessment Nutrition Diagnosis Nutrition Intervention Nutrition Monitoring and Evaluation

Combination Resume

this format uses the best components of the functional and chronological styles analyzes your work strengths by area of expertise combined with chronological and skills sections most flexible format and allows for designing a very strong resume, but is usually longer and less widely accepted by employers

resume style

use conservative, plain, and easy-to-read fonts; do not use more than 2 font styles and do not use smaller than a 9 point font **use 9-12 pt font Sans serif fonts like Arial or Verdana come out much clearer than Times New Roman in Faxes be concise! keep to one page in length do not overcrowd page; allow at least a 1 inch margin on all sides use bold, italics, capitalization, and underlining minimally and consistently to emphasize what is most important use simple bullets to separate duties and skills balance material on the page so it is eye pleasing. Put most important info 1/3 from the top use high quality bond paper in white, off-white resumes, cover letters, and envelopes should all match print on one side of the paper only be sure the copy has no blurring, stray marks, or faint letters (a laser printer is preferred for clarity and neatness) avoid phony or stilted language, word repetition, unnecessary words or phrases, and the use of any pronouns, particularly "I" avoid the use of acronyms and abbreviations that the reader may not understand

Resume

very important marketing tool that outlines your skills and experiences so that someone can see at a glance how you might fit in a position example of your writing, communication, and organizational skills •Content - relevant accomplishments and transferable competencies, NOT on job duties and responsibilities! •Format - 3 formats for a resume •Reverse chronological •Functional •Combination •Style -Your resume must quickly make a great first impression on the reader

Post-interview

write a handwritten thank-you note within 48 hours of your interview thank the interviewer for his/her time, again mention your qualifications, and affirm your desire for the position do not use email for this note