Provisional accreditation report template

Transcription

1 Provisional accreditation report template This template is to be used for the development and production of a university dietetic program provisional accreditation report. (Universities may use different identifiers from Award or Course please edit accordingly.) Award title/s Award code/s Course title Course code Type of degree (single/double/combined) Date of pre-accreditation approval (where applicable) Date 1 st cohort are due to complete studies Report format and presentation The Dietitians Association of Australia (DAA) requires that usual academic standards are applied to the presentation of all accreditation reports, including clearly labelled figures and tables and definitions of abbreviations. Statements need to be supported by evidence. Sufficient detail is required to enable a reviewer who is not familiar with the university or course to read and understand the material provided. For example, local terminologies such as unit values, subject codes and year-level progressions should be explained. Information and data should be summarised succinctly with some synthesis, analysis, interpretation and reflection; for example, raw student evaluation data is unacceptable and care should be taken to protect privacy. DAA requires clear evidence of ongoing systematic quality assurance systems, the outcomes of these systems over the course duration, and evidence of response to this feedback. Any descriptions of changes to be implemented after initial commencement of the program should include the rationale for change and be detailed enough in the current report to enable the reviewer to understand and evaluate the nature and implications of the change. For those universities who have completed the pre-accreditation process (new programs at universities without other dietetic education programs) this report builds on the information provided in the pre-accreditation report. However, it must still be developed as a standalone document to enable reviewers who are not familiar with the university or course to read and understand the material provided. It is anticipated that responses will be more comprehensive and provide greater detail in this report. This template is divided into six parts: 1. Program philosophy and goals 2. Staffing and resources 3. Program management and evaluation 4. Accountability to students 5. Curriculum 6. Professional practice program

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3 Part 1 Program philosophy and goals Underlying the establishment of any dietetic program are certain philosophical premises that determine its broad goals. Identification, articulation and ongoing evaluation of philosophies and goals enable the program to be developed in a planned way. 1.1 Has a needs assessment been undertaken? (Not applicable if a pre-accreditation report was completed) There has been consultation with DAA and relevant health authorities in the needs assessment. Short and long term workforce issues have been considered. 1.2 Are the philosophy and objectives clearly articulated? This information should be consistent with the philosophy and objectives listed in the university required approval documents for the program (and associated handbooks/marketing materials). 1.3 How does the program philosophy reflect the needs of the wider community? Acknowledges and is consistent with contemporary health policies and strategies. 1.4 Does the program seek ongoing advice from individuals and groups outside the university? Representation of other educators, members of the profession on program advisory, curriculum planning and student selection committees. Terms of reference, membership and meeting schedule of program advisory committees demonstrate active engagement with the profession, employers and other educators and students. 1.5 Detail program structure and entry requirements. Provide details on program structure and subject sequencing. Description of selection policies procedure, including tertiary admission or grade-point average cut-offs, special entry and quotas, IELTS for international students and procedures for fee-paying students. 3

4 1.6 Detail specialisations within the program and current links to other programs. Include information on existing programs such as nutrition or health science undergraduate or postgraduate studies. Include course structure of any specialisations, and additional requirements for multiple programs. Detail any staff responsibilities associated with the specialisations or teaching from non-dietetic staff. 1.7 Are major program changes planned? Outline planned changes to scope, direction and size of program, including student numbers. DAA needs to be aware of planned changes to programs. Highlighting areas of change, development or where there is perceived need for change facilitates a collaborative approach to program development and may expedite the review process. Numbers of students enrolled including projections for numbers in future years, specialisations/streams of students where applicable. 4

5 Part 2 Staffing and resources Effective education requires a minimum of resources. This includes competent administrative and faculty staff and sufficient support personnel and adequate services. It also requires a range of learning resources and physical facilities. Reviewers require a clear picture of the teaching resources allocated to the Nutrition and Dietetics components of the program. Staffing 2.1 How does the department/school/faculty ensure that adequately qualified and experienced dietitians are available for teaching, research and professional leadership in the program? Teaching and administrative responsibilities and qualifications and experience of dietitians on university staff and/or involved in teaching. Involvement of dietitians in program planning and management. Note: It is a requirement that there are at least 4 FTE academic staff with APD credentials dedicated to the program, at least one of whom should be Level D or Level E. Use the following staff profile template for university-employed staff. Name and title Appointment details When appointed. Employment fraction associated with the dietetics program. Qualifications Qualifications, APD status, brief summary of area of expertise (e.g. years of clinical, community, food service and/or research experience), and recent publications. Teaching responsibilities Topic coordination. Face to face hours. Research supervision responsibilities in dietetics. Administrative responsibilities Administrative responsibilities related to the program and to the school, faculty or university. 5

6 Accreditation reports should also include detail on non-university staff associated with the program. For example: adjunct or honorary staff (names, position and contribution to the program) guest lecturers (names, position and lecture topics). Resources The level and quality of physical resources available to staff and students is a key component to the overall quality of the program. Please collate information relating to each of the questions on physical resources below. Documentation of available teaching resources and aids, student facilities, library resources, computing and laboratory facilities etc. Documentation demonstrating the university s commitment to current and planned resourcing to help ensure program sustainability. 2.2 Describe how teaching areas allow for adequate classroom instruction (numbers/overall timetabling). 2.3 List the range of teaching resources used for classroom instruction (e.g. audio visual facilities). 2.4 Describe the library facilities available to staff and students, including a listing of key nutrition texts, journals, e- journals and databases under the following knowledge areas: human nutrition, food habits and behaviour, food science, food service, communication, nutrition education, organisation and management, public health/health promotion. 2.5 Describe the university IT facilities, including access to terminals and dietary analysis, statistics and word processing software. 2.6 Describe the facilities for teaching of food preparation and for delivery of food service content on and off site. 6

7 2.7 Describe the university s relevant laboratory facilities and their use within the program. 7

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9 Part 3 Program management and evaluation Achievement of intended program outcomes needs to be validated through internal and external evaluation. For all sections where evaluation is required, please include information on how improvements are implemented and the outcomes re-evaluated. 3.1 Is the university located within Australia and registered with the Australian Education Council (AEC) Register of Tertiary Education? Is the award appropriately titled and positioned within the Australian Qualifications Framework (AQF)? documentation verifying listing on AQF register. 3.2 Has the program received formal university approval? Include relevant university documentation. 3.3 Do staff, students and other relevant stakeholders have opportunities to participate in systematic and regular planning, implementation and evaluation of the program? Documentation of process and outcomes (e.g. include committee(s) terms of reference, membership, meeting agendas and outcome notes of meetings). What is the process for review of topics/subjects? 3.4 Provide information on how the program fits into the overall faculty organisational structure. Include lines of responsibility and representation on committees which impact on the dietetic program/s. 3.5 Describe the program advisory committee structure, including terms of reference and membership, including professional and student representation, representatives of the profession and accountability of programs via these committees. Include any relevant minutes or outcomes related to meetings. Include information/charts demonstrating processes of quality improvement informed by such committees and outline committee membership. 3.6 Describe the course budgets and budgeting arrangements within the faculty. 9

10 3.7 How is teaching performance appraised? Evidence of university evaluation of teaching. Where available, outcome data (e.g. aggregated student evaluation of teaching scores, SETU scores) should be provided. 10

11 Part 4 Accountability to students Consideration for students, both potential and those within programs, provides a basis and rationale for fair and equitable treatment. 4.1 How are current and prospective students made aware of the program? A detailed program prospectus, which states type of program, cost to student, entry requirements, credit arrangements and expected outcomes. (Please provide hard copy of relevant web pages.) 4.2 How are students selected? Describe all pathways by which students can enter the program and list prerequisites of each of these. Are students in post-graduate programs required to have significant nutrition undergraduate studies? If school leavers do not require specific science content from school studies, are bridging programs available? Description of selection policies procedure, including tertiary admission or grade-point average cut-offs, special entry and quotas, IELTS for international students and procedures for fee-paying students. 4.3 Provide details on current and potential students. Provide the number of student applications, number of admissions, numbers currently enrolled in the program, with entry cut-off and their progression, since enrolment. Outline the number of international and domestic students, including mature age, low socioeconomic status and indigenous students. 4.4 Provide details of processes for progression of students to graduation. Detail processes for students who fail in their final year and information on exit points. 4.5 Provide details of insurance for students on practice and agreements with off-campus sites. Demonstrate currency of policies. 11

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13 Part 5 Curriculum The basis of an entry-level dietetic program is to provide learning experiences which result in the competence required to practise nutrition and dietetics to the standards set by DAA. Program activities provide the process by which program inputs are transformed into outcomes. The curriculum will vary with the institutional environment, anticipated student intake, type and goals of the program, and intended program outcomes. 5.1 How does the curriculum reflect the philosophy and goals of the program? Program outline describing approaches to skill development, guided learning experiences, self-directed learning opportunities, and specific content related to philosophy/goals. 5.2 How does the program introduce students to areas of competence in a planned sequence? Program curriculum outline. Describe the sequencing of subjects and how this maximises opportunities for student learning and competency development. Copies of subject outlines with clear, written objectives, specific learning and behavioural objectives, statement of assessment methods, and appropriate reading lists. 13

14 5.3 How is an adequate knowledge base for competence, as outlined in Unit 1 of the National Competency Standards, demonstrated? Unit 1 of the National Competency Standards requires that students demonstrate knowledge sufficient to ensure safe practice. The elements of Unit 1 are: 1.1. Applies current knowledge of the theory of human nutrition and dietetics and related practice to a level which supports safe practice Describes personal, social, cultural, psychological, environmental, economic and political factors influencing food and food use, food habits, diet and lifestyle Demonstrates knowledge of foods and food preparation methods used in the practice community Relates knowledge of food science to nutrition and dietetics Describes and compares food service systems Describes food systems, food use and food and nutrition policy Applies basic principles of education theory as it applies to nutrition and dietetic practice Demonstrates or employs effective communication and counselling strategies as they apply to nutrition and dietetic practice Relates theories of organisation, management and marketing to nutrition and dietetic practice Describes and compares theories of health promotion, program planning and management and public health Conducts or uses nutrition research methodology, research principles and evidence-based practice including qualitative and quantitative research methods Applies the National Physical Activity Guidelines in practice Applies principles of learning theory Applies clinical reasoning theory. The following table should be completed to indicate where in the curriculum the elements of Unit 1 of the National Competency Standards are covered. Please provide details of subject content i.e. course outlines. The core fields of study identified under each element provide some detail of the areas of knowledge expected to support Unit 1 of the National Competency Standards. For postgraduate entry, where some knowledge is assumed, detail in Sections (selection criteria for entry) how this knowledge is documented/evaluated. 14

15 Unit 1: Underlying knowledge Subject/program title Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) Content area Theory of human nutrition and dietetics (Elements 1.1 and 1.14) Physical and biological sciences Anatomy Organic chemistry Biochemistry Physiology, including GIT, cardiovascular, renal, pulmonary, immune and endocrine systems Pathophysiology Chronic disease management Pharmacology, as it affects drugnutrient interactions Genetics and nutrigenomics Exercise science, including the interaction between nutrition and physical performance and wellbeing Nutrition and dietetics Nutrition screening and assessment tools Procedures for assessing nutritional status Nutrition needs of various community groups and the nutrition problems of specific at-risk groups, particularly in Australia Methods of assessment for individuals and groups, (Dietary interviews, history-taking and recording, description of food habits, Anthropometric methodology, reference standards and their applications) Qualitative and quantitative methods of estimating nutrient intakes Nutrient metabolism, including requirements through the lifecycle, effects of deficiency and toxicity, role and function of non-nutritive substances in human metabolism Medical nutrition therapy, including biochemical and physiological parameters of diseases related to nutrition; clinical signs of nutrition status, the definition and classification of nutrition disorders and factors affecting biochemical measurements, and reference standards 15

16 Complementary and alternative nutrition and herbal therapies and impact of dietary supplements Evidence-based practice Published evidence based practice guidelines related to nutrition, dietetics, medicine and health, including those available in national and international agencies Content area Social, cultural, psychological, environmental, economic and political factors influencing food supply, habits, diet and lifestyle (Elements 1.2, 1.3 and 1.4) Society and food The nature of society and factors affecting food and eating Ecological and sustainability issues of food supply and food policy Environmental and political influences on food consumption patterns (including state and federal government health & food policy) Food systems Eating attitudes and culture Influence of socioeconomic, cultural and psychological factors on food and nutrition behaviour (including mental health, literacy) Influences of cultural background on food habits and choices, including CALD and Aboriginal and Torres Strait Islander groups, and other potentially vulnerable groups Understanding of cultural competency and its impact on health Equity and equality issues in access to food and nutrition services and supply (food security) Factors affecting attitudes to food and health, including age, gender and cultural or ethnic background Food practice and behaviour Food consumption trends in Australia Development of food guides and social marketing about food and health issues Patterns of food marketing, distribution and consumption History and future use of food Practices in domestic and institutional food use, including culinary techniques 16

17 Preparation and ingredient composition of foods and meals, including the impact of foods eaten away from home Food serving sizes and portions Content area Food service systems and management (Element 1.6) Institutional food service preparation Large and small scale cooking equipment Principles of menu planning and recipe standardisation Principles of food preparation on small and large scale Principles of portion control and equipment size Quantity cookery equipment and methods of use Policies & procedures Food practice and behaviour Principles of quality management, including accreditation Measuring of outcomes and evaluation, including benchmarking Content area Education and learning theory and practice (Elements 1.7 and 1.13) Theories of learning and education, including principles of adult learning Philosophy of nutrition education Characteristics of helping relationships Group education techniques, including knowledge of a variety of written and oral presentation modalities Evaluation methods 17

18 Content area Communication and counselling (Element 1.8) Theories of behavioural changes and behaviour modification Communication theory The communication process, models, enhancers and distracters Communicating in culturally diverse settings including CALD and Aboriginal and Torres Strait Islander groups Advocacy Sociology and human behaviour Principles of individual counselling in the community including motivational interviewing Methods of self-analysis Content area Health promotion and public health (Element 1.9) Definitions and descriptions of public and community health policies History and philosophy of Australian and international public health movements International health and nutrition policies, such as those promoted through the World Health Organisation Social, environmental and psychological determinants of health Definitions and descriptions of nutrition and health policies and practices Australian Federal and State Health policy, including nutrition guidelines and policies Nutrition and health in developing countries Nutrition problems in Australian communities Population statistics & demographics Program planning, implementation and evaluation Description of community profiles Issues which influence the nature of, access to and effectiveness of health services Knowledge of local food use information from demographic, epidemiological and anthropological sources Consumer legal issues Needs assessment of communities and populations 18

19 Principles of program management, including assessment, planning, implementation and evaluation Health promotion theory and strategies Theories of health education, health promotion, health advocacy and community development Capacity building Content area Organisation, management and professional ethics (Element 1.10) Leadership and management theory and practice Management and leadership styles Types of groups and their dynamics Quality management quality improvement Risk assessment Organisational structure and behaviour Principles of industrial relations Theories of planning, including strategic planning Principles of human resource management Principles of conducting meetings and meeting etiquette Business principles and planning Business planning (including small businesses) Principles of financial planning, budgeting & accounting Development of business cases Marketing principles Methods for compiling reports and submissions Business contracts Industrial relations and legislation Acts of law, including Workplace Health and Safety, Antidiscrimination Act, Privacy Act, Guardianship and Advanced Health Directives Insurance Professional liability and indemnity Professional issues History of the dietetics profession Scope of practise Duty of care Accredited Practising Dietitian program DAA policies and guidelines 19

20 Codes of professional conduct and ethics Content area Research and evidence based practice (Element 1.11) Research ethics and principles for conducting clinical trials Knowledge of quantitative and qualitative research methods Principles of research design, including data management and statistical analysis Principles of evidence based practice, including critical appraisal of the literature Principles of epidemiology and sampling methodology 20

21 5.4 How does the program develop professional skills and personal attitudes and values, as described in units 2 9 of the National Competency Standards? The following fields should be completed to indicate: where in the curriculum the core fields of study of units 2 9 of the National Competency Standards are covered what key activities are set within the curriculum to assess each element of the National Competency Standards. The Range of Variables Statements and Evidence Guide, which informs the Competency Standards, is available at > Universities & recognition of qualifications > Accreditation of dietetic programs > Manual for accreditation of dietetic programs. For postgraduate entry, where some knowledge is assumed, detail in Sections (selection criteria for entry) how this knowledge is documented/evaluated. 21

22 Unit 2: Nutrition communication Demonstrates effective and appropriate skills in listening and communicating information, advice, education and professional opinion to individuals, groups and communities. Core fields of study Knowledge of the relationships between food eaten and the development and treatment of disease and use of this knowledge in counselling, education and other forms of communication Computing skills in dietary analysis, record-keeping and recipe analysis Aims and behavioural objectives of education programs Planning, implementation and evaluation of education programs Element Subject/program title 2.1 Translates technical nutritional information into practical advice on food and eating. 2.2 Identifies and develops education resource material. 2.3 Communicates with individuals, groups, organisations and communities from various cultural, socio-economic, organisational and professional backgrounds to enable them to take actions to improve nutrition and health outcomes applying the principles of learning theory. 2.4 Develops and delivers education sessions for small groups Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 22

23 Unit 3: Collection, analysis and assessment of nutrition/health data Collects, organises and assesses data relating to the health and nutritional status of individuals, groups and populations Core fields of study Knowledge of relationships between nutrition status and dietary intake data in determining individual, group and population requirements and problems Knowledge of demographics and other population data influencing nutrition and food patterns Understands the roles and responsibilities of the dietitian in nutrition assessment and diagnosis Potential clinical signs and symptoms of major nutrition diseases Biochemical indicators of major nutrition problems Including social and cultural influences on nutrition and food intakes and patterns (see Element 1.2) Element Subject/program title 3.1 Collects food intake and food systems data. 3.2 Collects health and medical, cultural, psychosocial, economic, personal and environmental data. 3.3 Provides assessment of food intake data. 3.4 Provides assessment of nutritional status data. 3.5 Assesses and assigns priorities to all data. 3.6 Draws justifiable conclusions. Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 23

24 Unit 4: Individual case management Manages nutrition care for individuals Core fields of study Knowledge of the effects of diet and nutrition status on the development and progress of disease and disease conditions Knowledge of the effects of disease and clinical condition on nutrition and health status Models for case management and case presentation Goals for nutrition care Develop, implement and document nutrition care plans for individuals Evaluation of nutrition care and its clinical impact Counselling strategies for individuals and families Documentation procedures Knowledge of and appropriate use of resources Development of high standard of nutrition care Dietary modifications for menu planning and food preparation at home and in institutions Health service and community structures and functions Community supports relevant to clients' problems Appropriate functioning within the health care team Principles of pharmacology and of common medications. The interaction between nutrition & pharmacology Element Subject/program title 4.1 Undertakes screening and assessment to identify and prioritise those at nutritional risk. 4.2 Determines nutritional status using assessment data. 4.3 Makes appropriate nutrition diagnoses. 4.4 Prepares plan for achieving management goals in collaboration with client or carer and other members of health care team. 4.5 Uses client-centred counselling skills to facilitate nutrition and lifestyle change and supports clients to self manage. 4.6 Implements nutrition care plan in collaboration with client or carer and other members of health care team. 4.7 Monitors progress of the individual s condition and care, and adapts plan as necessary. 4.8 Documents and communicates all steps of the process. Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 24

25 Unit 5: Community and public health nutrition and advocacy for food supply Plans, implements and evaluates nutrition programs with groups, communities or populations as part of a team Core fields of study Food and nutrition policies and their development and use as a planning basis State and federal government food laws and regulations Population statistics and demographic data Australia food, nutrition and physical activity survey data Organisation structures relevant to community and public health Issues which influence nature of, access to and effectiveness of health services Food security Advocacy on behalf of individuals, groups and the profession to influence the wider environment of factors affecting eating behaviour and nutrition standards Roles of food manufacturers, consumers and the media in food and nutrition policy formation Knowledge of interdepartmental and inter-agency co-operation in reducing barriers to promoted eating habits Understands community development Knowledge of community expectations and legal rights of families Principles and models of development and evaluation of nutrition programs in a community setting Health promotion strategies and activities Cost-effectiveness of differing strategies Resources: equipment staff, budgeting Element Subject/program title 5.1 Conducts a needs assessment. 5.2 Assesses opportunities to improve nutrition and food supply in a community or population group. 5.3 Plans nutrition programs with the population group. 5.4 Develops plans to provide safe and nutritious food. 5.5 Implements nutrition programs with the population group. 5.6 Makes recommendations on food and nutrition policy. 5.7 Evaluates nutrition programs with the population group. 5.8 Documents and disseminates all steps of the process. Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 25

26 Unit 6: Food service management Manages components of a food service to provide safe and nutritious food Core fields of study Food service systems, plant and equipment for large and small institutions Principles of portion control and equipment size in a practical situation Principles of menu planning and recipe standardisation for food service systems Resource utilisation in food service systems, and costing procedures Food service policy, procedure and standards Development of nutrition philosophies and guidelines for food services Computing skills in recipe analysis and costing procedures Health and food law in food service practices Understanding of the principles of personnel management Element Subject/program title 6.1 Assesses opportunities to improve nutrition and food standards within a food service institution. 6.2 Develops plans to provide safe and nutritious foods in a food service institution. 6.3 Implements activities to support delivery of quality nutrition and food standards within a food service. 6.4 Evaluates and disseminates results of activities. Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 26

27 Unit 7: Research and evaluation Integrates research and evaluation principles into practice Core fields of study Review and utilisation of professional literature in professional issues Application of research questions to particular projects Statistical manipulation of data Systematic interpretation of nutrition and dietary assessment results Principles of quality assurance and peer review in actual situations Element Subject/program title 7.1 Adopts a questioning and critical approach in all aspects of practice. 7.2 Evaluates practice on an ongoing basis. 7.3 Applies the research process, using appropriate research methods, ethical processes and procedures and statistical analyses. 7.4 Applies evaluation findings to practice. Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 27

28 Unit 8: Management and organisation Applies management principles in the provision of nutrition services, programs and products Core fields of study Role of the dietitian as a consultant Networking with other staff and resource people Benchmarking and other measures of outcomes and outputs Knowledge of funding sources (e.g. Medicare, HACC, Health Depts, private health insurers) Simple cost-control measures and budgeting Basic principles of human resource management Element Subject/program title 8.1 Applies organisational skills in the practice of nutrition and dietetics. 8.2 Applies management principles in the practice of nutrition and dietetics. 8.3 Applies quality management principles to all aspects of professional practice. Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 28

29 Unit 9: Professionalism, advocacy, innovation and leadership Demonstrates a professional, ethical and entrepreneurial approach advocating for excellence in nutrition and dietetics Core fields of study Reflective practice Cultural competency DAA, Code of Ethics and DAA Code of Professional Practice Other professional codes of practice and organisational codes of conduct Principles of continuing professional development including the DAA Accredited Practising Dietitian (APD) Program Element Subject/program title 9.1 Demonstrates safe practice. 9.2 Develops and maintains a credible professional role by commitment to excellence of practice. 9.3 Demonstrates professional leadership to promote the contribution of nutrition and dietetics to health and prevention of disease. 9.4 Creates solutions which match and solve problems. 9.5 Advocates on behalf of individuals, groups and the profession to positively influence the wider political, social and commercial environment, about factors which affect eating behaviour and nutritional standards. 9.6 Demonstrates cultural competency. 9.7 Develops sustainable collaborative relationships and networks. Include related assessment tasks (e.g. exams, practical exercises, assignments or prerequisites) 29

30 5.5 In what ways does the program prepare graduates for professional career planning? Contact with range of professional role-models, opportunities for students to discuss employment options, practice in writing job applications and curriculum vitae, engagement with DAA and support in accessing information on the APD program. 30

31 Part 6 Professional practice program The professional practice program provides the experience necessary to integrate the theory and practice of nutrition and dietetics. 6.1 Is professional practice predominantly in the final year of the program? Description of program structure. A student map of placements indicating the flow of all placements by student for the entire program should be included. 6.2 Does the program meet the DAA requirements for professional practice placements? Description of clinical (individual patient care, community/public health and food service management) placement organisation and structure. It is important to show details of all the placements (placement type and name of facility, bed size if hospital, number and APD status of supervisors at each facility) and the number of students that are at each placement at any one time. 6.3 How will the university maintain its coordinating and management role for placement activities? Documented arrangements. 6.4 What arrangements are planned for regular, and as required, communications with placement supervisors? Documented arrangements. 6.5 How will the students skill development be assessed while on placement? Documented assessment and communication processes. Include copies of all relevant assessment forms. How were these assessment forms developed? 31

32 6.6 What procedures are planned for students who do not reach competence? It is recommended that there be a written policy on failure and guidelines for the continued practice of students who are not competent. It is important to document the pathways available to students that do not meet competency at the end of the program (e.g. awarded a Bachelor of Health Sciences (Nutrition) or a Graduate Certificate of Nutrition). It is also important to indicate whether students are allowed to repeat all or parts of the program in the event of a fail. 6.7 How will students be involved in evaluating the placement program? It is recommended that regular meetings of students and supervisors occur and that at the end of placement students have the opportunity for comment on placement and supervision. 6.8 How will the university ensure continued development activities and support of agencies involved in professional practice programs? Regular reviews of practice programs and the program with supervising dietitians and any non-dietitian directors are expected, as well as education and support for all participating dietitians. 6.9 What plans are there for education and support programs for supervisory personnel? Details of Placement Education PD Programs. Indicate any formal training programs that supervisors have access to via the university (e.g. Graduate Certificate of Higher Education, formal supervisor training). 32