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Strategic Plan for New Curriculum Development

MGT 560: Food and Nutrition Services Management3/15/2016

by Kaleigh Brown

Hannah GriswoldStephanie KuoStephanie Send

Alli Wood

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1. New vision and mission of the department

Mission StatementTo create an intellectually rich learning environment that fosters the growth and confidence of its students in becoming research-based experts and lifelong learners of nutrition led by faculty and staff committed to ethical, innovative, and interpersonal teaching.

Vision StatementGraduates will emerge as distinguished leaders in the field and will be recognized as advocates for the future of dietetics and as innovative, evidence-based nutrition professionals.

Our mission and vision statements were determined by using the following:

● In creating our mission statement, we wanted a declaration of purpose that was both empowering and engaging to both faculty and students alike. Thus, our mission statement was created by answering the following four foundational questions:

○ What do we do? Based on our own student experiences, we concluded that this program heavily emphasizes leadership and evidence-based expertise. So, we determined that what this program does best is create lifelong leaders and learners that always look to the research as the source of answers to questions we may have.

○ How do we do it? We determined that one of the strengths of this program is the vigorous learning environment maintained by faculty who are experts in their respective fields of research. We wished to highlight key values of the program, including ethical, innovative, and evidence-based emphases.

○ Whom do we do it for? This is done for students who are eager to grow and mature in confidence and who are receptive to feedback from faculty. We also recognized that this program seeks to fill a void in society, in which nutritional knowledge is often lost in translation from the research to the consumer. Thus, the program seeks to provide society with knowledgeable leaders in nutrition.

○ What value are we bringing? The value this program brings is the level of academic rigor and commitment to the student experience, and also the products of the program, which are expert leaders and learners.

● Our vision statement was crafted to mirror our mission statement in a way that was simple yet ambitious. We wished to highlight the ideal outcomes of the program, which so firmly emphasizes leadership and research-based professionalism. Thus, we decided that the ultimate vision of this program was to not just transform learners into leaders, but to produce leaders who are acknowledged and renowned for their forward thinking.

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2. Proof of environmental scan

Take away messages from environmental scan readings:1) Rhea & Bettles Future Changes Driving Dietetics

● There are eight change drivers that could influence dietetics workforce supply and demand including the following: 1) new job opportunities for a range of geriatric care specialities focused on prevention of chronic diseases and disabilities, 2) more diverse profession to match the diversity of the communities practitioners serve, 3) education that is convenient and flexible and that provides interprofessional learning, 4) need for interdisciplinary literacy, emotional intelligence, and leadership skills to join and lead teams where nutrition plays an integral role, 5) higher need for more general job experience rather than specialization, 6) technology advancement that supports and empowers patients will become more in demand, 7) more personalized nutrition counseling focused on prediction and prevention, and 8) increased job opportunities in food industry.

2) Final report of phase 2 Future Practice and Education Task Force ● Future students more likely second-career, older, non-traditional students, very

tech-savvy. Health care is constantly changing, but still need to provide: 1) patient centered care, 2) work in interdisciplinary teams, 3) employ evidence-based practice, 4) apply quality improvement, 5) utilize informatics. Outcomes must drive our education and flexibility in education is essential. Must understand evolving marketplace and make lifelong learning to match evolutionary challenges. “Learn how to learn” on our own by accessing resources/interpreting information with a high degree of autonomy and challenging the “status quo”. Core values must include customer focus, integrity, innovation, and social responsibility.

3) ACEND Rationale for Future Education Preparation of Nutrition and Dietetics Practitioners (focusing on Master’s education level)

● In the near future, there will be an increase in the number of non-traditional practice settings for nutrition professionals. This includes areas such as disease prevention and integrative medicine. Practitioners must possess knowledge in trending areas, which include: genomics, telehealth, behavioral counseling, diet order writing, and informatics. Lack of interprofessionalism in healthcare remains of increased concern, and an area that future nutrition professionals must advocate for. Current employers identified that emerging practitioners must have a varied skillset, including: organizational leadership, project management, communication, patient assessment and practice, interpreting and applying scientific knowledge, understanding patient communities and cultural ecosystems, basic food and culinary preparation, and sustainability. ACEND feels that more education time than currently provided may be necessary in order to fully prepare future practitioners and to assure proper application of knowledge and demonstration of skills upon entering the workforce. ACEND also believes that Master’s level education should

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focus more on producing general dietitian nutritionists (with skills as mentioned above), whereas doctoral level education should train students to become specialized dietitian nutritionists.

4) Change Drivers and Trends Driving the Profession: A Prelude to the Visioning Report 2017

● This is a draft document supported by the Council on Future Practice (CFP), which is an organized body within the Academy responsible for formalizing an ongoing visioning process to define future nutrition and dietetics practice. It is organized around ten priority change drivers and their associated trends impacting the future of the profession over the next 10-15 years. There are 10 major change drivers, under which there are trends and implications. These change drivers include:

○ The Approaching Gray Tsunami: Exponential growth of the aging population has dramatic and wide-ranging ramifications and economic impacts on government, businesses, families, and health care and support services.

○ Embracing America’s Diversity: Increasing racial and ethnic diversity of the US population requires innovative solutions to improve health equity, health literacy, cultural competency, and the diversity of nutrition and dietetics practitioners.

○ Eating to Make the World a Better Place: The public seeks more information about their food across the entire supply chain and has increased awareness of the global ramifications of their food choices.

○ Tailored Health Care to Fit My “Genes”: Continuing research and advances in genetics and nutritional genomics, with their ability to predict, prevent, and/or delay illnesses and chronic diseases, will become the mainstay of health care in the future.

○ The Buck Stops Here: Increased emphasis on evidence-based practice and accountability for documenting beneficial and cost-effective outcomes become the norm in health care.

○ Making the Healthy Choice the Easy Choice: Health care in the US increasingly focuses on population health to improve effectiveness and reach and slow the growth of health care costs.

○ Creating Collaborative-Ready Health Professionals: Transdisciplinary professionalism and interprofessional education are the cornerstones of patient/client centered care to help solve problems, improve safety and quality, and drive innovation.

○ Food as Medicine: Nutrition and medical nutrition therapy (MNT) become even more critical in current and future emerging health care models for their pivotal roles in wellness, health promotion, disease prevention, and disease management.

○ Technological Obsolescence is Accelerating: Advances in technologies are having dramatic impacts on health care, education, employment, and food systems.

○ Simulations Stimulate Strong Skills: The use of simulation as an instructional methodology and the amount of research focused on simulations in health care education have become increasingly popular in the last few decades.

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5) Sodexo:● Identifies key skills that will be necessary in the next 10 years (to 2020)● Rather than focus on future jobs, important to focus on specific job skills that will be

necessary● Focuses on importance of technology ● Six drivers of change (that will change our workplace): longevity, globally connected

world, new communication tools, social technologies, automated machinery/technology decrease need for humans, programmable world

● Skills: ○ sense making○ social intelligence○ novel and adaptive thinking○ cross cultural competency○ computational thinking○ virtual collaboration○ cognitive load management○ design mindset○ transdisciplinary ○ new-media literacy

What we reviewed and how we used this information to develop the new curriculum:Using the five readings summarized above, we assessed various change drivers and their associated trends in impacting the future of the dietetics profession as well as specific knowledges students will need to obtain in these trending area. We also utilized the competitor grid comparing the strengths of various Master’s programs to determine other opportunities for addition into the curriculum. We incorporated these trends and opportunities in our track layouts and throughout the development of concentrations and elective courses. The key trends identified and how we plan to use this information to develop the new curriculum include the following:

● Profession:○ More job opportunities for geriatric nutrition○ Increased need in diverse profession that is knowledgeable in health literacy and is

culturally competent○ Higher need for more general job experience rather than specialization○ Advances in technology requiring more utilization (telehealth)

→ created project example for communications concentration○ More personalized nutrition counseling (behavior counseling, genetics and

nutrigenomics)→ created elective class on nutrigenomics

○ Increased job opportunities in food industry and sustainable food practices○ Importance of MNT in disease prevention and management

● Education:

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○ More future students are likely second-career, older, non-traditional students, very tech-savvy → created communications track that provides technology education→ included more online classes to appeal to non-traditional students

○ Increased need for convenient and flexible learning→ created Track 2 that provides option to concentrate in specialty areas→ provided elective courses in both Track 1 and Track 2 to allow for individualized learning→ recommended inclusion of night classes if online unable to accommodate non-traditional students

○ Skills needed include: ■ Interdisciplinary literacy

→ integrated interprofessionalism into class structure as various electives offered with other disciplines

■ Emotional intelligence→ skill gained in Leadership class (part of core courses)

■ Organizational leadership→ created concentration focusing on leadership

■ Application of quality improvement→ application for those in Track 2 project development course (NTR-580)

■ Utilization of informatics → created elective class on health informatics

■ Project management → skill developed for those in Track 2 project development course (NTR-580) and through other elective courses offered

■ Communication→ created concentration focusing on communication

■ Understanding patient communities, cultural ecosystems, and global connection→ created elective class on global issues in nutrition

■ Basic food and culinary preparation→ created elective class on food and culinary sciences

■ Sustainability→ created elective class on sustainable food systems

○ Use of simulation as an instructional methodology has increased in popularity→ simulation use is included in core classes for both Track 1 and Track 2

3. SWOT analysis

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STRENGTHS● Research based— many opportunities & ability to bring this out in practice● Personalized attention-advisor (high faculty to student ratio)● Small classes that provide individualized attention● Faculty members are experts in the field● Well known hospital (rated #1 in neuro etc) - ability to learn from experienced clinicians of

other disciplines● Constantly keeping up w/ current nutrition trends, opportunities to engage in these

courses/topics (seminar class)--dynamic learning experience ● Offer technologically advanced educational opportunities - example counseling simulations

that provide ability to learn from peers by utilizing simulation lab and providing feedback to each other

● Clinical focus-->clinician led lectures● Positive reputation of Master’s Program - recognized as highly competitive● Produces graduates highly ready for doctorate degree● Successful alumni ● Access to good facilities, technology, research databases, SPSS● Good location (easily accessible by public transit, close to downtown)● Provides student engagement services - extracurricular activities and clubs● Place student success at the center of academic planning

WEAKNESSES

● Only one track offered that is extremely clinically focused (no non-thesis option and no ability to concentrate or specialize)

● No online classes● No classes with other professions-->Relations with students from other disciplines not

fostered well● No choices in classes or ability to choose electives● Expensive● For current RDs: no flexibility in class schedule● Not all advisors give same research experience or personalized attention, may only have

meetings together once every quarter or less● No choice in concentration/specialty● Limited diversity in faculty (few young faculty)● Does not provide access to quality education for diverse groups of students (age, ethnicity,

gender)○ Could offer full-ride scholarships/financial aid assistance

● Small class sizes that limits educational experiences found with a diverse student set● Unable to individualize courses to personal interests● Program may be considered too vigorous (time consuming) for Masters level - under

credentialed for work we do● Underutilization of simulation experiences

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OPPORTUNITIES● Utilize strength of hospital/interdisciplinary availability—join other profession’s

classes/taught by other professions to learn interdisciplinary skills● Need to make more flexible/adaptable

○ 2020 all RDs required to obtain MS degrees○ Large availability of RDs already in practice interested in obtaining MS degrees

● Community opportunities/Service learning:○ Many schools in the area (e.g., Whitney Young)○ Many churches in the area○ Employee health○ Nearby Hispanic population (Pilsen)○ Nearby Asian population (Chinatown)

● Partnerships with other universities● Partnerships with other programs within the university● Global or national initiatives/study abroad opportunities● Advancing technology providing the ability to offer online classes● Provide more creative scheduling such as night classes or distance learning● Can capitalize on faculty from a variety of backgrounds/specialities and future addition of

another faculty member, ability to offer specializations/different tracks THREATS

● Other MS programs in the area (Loyola, Benedictine, etc…)● MS programs with lower cost● Other programs offering Master’s degrees in nutrition offer:

○ The ability to concentrate in other nutrition programs○ Non-thesis tracks○ Ability to obtain entire master’s degree online○ Elective courses○ More flexibility in taking non-traditional students

This info will be used to develop the new curriculum by:● Strengths: Continue the core courses to be driven by research/evidence-based, clinician-led

lectures. ○ Also joining/adding other program’s courses for electives, large hospital allows for

ability to learn from experienced clinicians of other disciplines● Weakness: Currently only 1 track offered, now intending to develop multiple tracks (Online,

MS/RD, MS only) plus adding concentrations/minors to MS degree to customize education○ Currently no classes w/ other courses, plan to open Nutrition classes to other

disciplines (e.i. HSM, NSG, OCC, CDS, etc.)● Opportunities: Making program more flexible, offering many different electives to choose

from, different tracks for those who only have time for online degree with advancing technology, also not necessary to have bachelor’s in dietetics.

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○ Adding more community-based courses w/ projects due to location- many school/church/diverse populations in local area

● Threats: Most other programs in the area offer more flexible schedules/options/coursework, we must also evolve to allow for more non-traditional students based on new trends.

4. Worksheet Evaluations

PAGE 1: What our organization does best:

● Evidence-based/Research-based practices● Provides resources● Multi-tasking● Well-rounded● Research● Excellent learning environment● Prepares us to be qualified leaders ● Critically analyzing research and applying it to real life

Our company…● Exists to

○ Produce experts in nutrition● Provides

○ Give skills necessary to provide knowledge throughout professional career○ Resources

● Serves○ Students enrolling in the Masters program○ Students who have gone through the didactic program○ Motivated students

● Does this through○ 48 credit course work○ 7 quarters of enrollment○ Experienced faculty and practicing clinicians○ Engaging courses○ Open communication/engagement with faculty/staff

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PAGE 2:Customer Business Purpose Questionnaire

● If you were to describe our company in one sentence or one word, what would it be or how would you describe us?

○ Graduate degree program driven by evidence-based research designed to produce competent practitioners as well as experts and leaders in the field of nutrition.

● What are we doing that you like? How do we help meet your needs?○ Opportunity to engage in research○ Keeping up with current trends in the field and literature○ Autonomy in research and coursework/projects○ Needs are met by providing us with resources, networking events, and volunteer

activities○ Small class size provides more one-on-one interactions and intimate relationships

with professors/faculty○ Constant feedback and guidance○ Classes are taught by experts in the field of nutrition/practicing professionals and

also include interdisciplinary lectures taught by MDs, PharmD, etc● What are we doing that you don’t like? Or in what areas could we improve?

○ Material taught not always applicable to real life situations○ Expensive○ Student population is not diverse

● Is there anything that we are not currently providing that you need?○ Ability to specialize and choose electives○ Courses with students from other disciplines○ Flexibility in course schedule (no online options, night classes)○ More scholarship opportunities

● When your friends are looking for a product(s) that we sell, do you refer our company? Why or why not?

○ Yes, would recommend product to individuals that we feel are confident, good at multitasking, have time management skills, and are motivated to succeed and willing to put forth a great deal of effort/time

○ Yes, because of small class sizes, good/competent faculty

PAGE 3:Employee Business Purpose Questionnaire

● What is the mission or purpose of our company?○ To produce knowledgeable, well-rounded students○ To produce highly qualified clinicians ready to practice at a higher level than the

average RD, and also wanting to further the practice

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○ To translate evidence-based research into our practice○ To prepare dietitians to be able to critically evaluate scientific evidence for use in

clinical practice.○ Furthering clinical nutrition knowledge beyond undergraduate level & providing

research experience- in conducting, understanding, and interpreting● What do you think our company does best?

○ Learn how to conduct research○ Teacher/practitioner model- qualified clinicians/other MDs teaching and

incorporating research into classes. Other programs don’t incorporate/re-examine the latest research

○ Analyzing literature/research; knowing where to find the resources that we will need to succeed in our field

○ Create good multitaskers. ○ Research – true thesis project that we see from beginning to end, and sometimes

publish○ Teaching/introducing about research (master’s thesis, using articles for class

reading materials and discussions, research methods class, focus on evidence-based practices)

○ Teaching MNT and presenting with the most recent research/hot topic in the nutrition world (e.g., seminar)

○ Inviting other clinicians for lectures – advantages of being in a large academic hospital

○ A lot of collaboration with colleagues (lots of group projects/pairs)○ Opportunities to present to large audiences (seminar, thesis, community events)

● What doesn’t our company do well?○ Teach preventative medicine/nutrition○ Communication between students and instructors. Program not flexible in the

timing of classes and accommodating rotations/other engagements○ Non-traditional classes, such as online or extracurriculars ○ Exposure to different realms of dietetics○ Having classes with other disciplines to learn what other disciplines there are (HSM,

SLP, PT, OT, Med students)○ Research experience varies by advisor & type of research- large variation in

experience, only get about 1 week to choose what it would be with very little information

● What does our company do differently than our competitors?○ Set higher expectations for students (ex. epi class)○ Our program more models a PhD level versus Masters level (might be negative or

too high of a level)○ Vigorous/expectations○ Real thesis versus just a capstone project○ The fact that we have clinicians teaching some classes/Have a mix (still need to have

both). Clinicians have different perspective than faculty.

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○ Provide comprehensive MNT courses at advanced levels using research articles○ Many available resources from other depts or clinicians

● Why are our customers our customers?○ Because of the research component, clinical based interest, and unique classes

offered○ They want to get it all done in one shot (thesis, research, high level of education,

internship, Master’s), want to practice at high levels and know that Rush will prepare for that

○ Quality of our program (high expectations, vigorous) ○ Reputation, Location, Clinical strength (Most people want to go into clinical right

out of undergrad), Master’s degree, Combined masters and internship○ Wanting to further education in MNT/clinical nutrition and the research component

PAGE 4:Mission Statement Worksheet

Current Mission Statement: “Educate nutrition experts, leaders, and advocates”

1. The mission statement is a statement of our company’s purpose. Yes2. The mission statement fits the current market environment. Yes3. The mission statement is based on our core competencies. Yes4. The mission statement is motivating and inspires employee commitment. No5. The mission statement is realistic. Yes6. The mission statement is specific, short, sharply focused and memorable. No7. The mission statement is clear and easily understood. Yes8. The mission statement says what the company wants to be remembered for. No

PAGE 5:Vision Statement Worksheet

Current Vision Statement: “Graduates will be recognized as nutrition experts, leaders, and advocates”

1. Does it represent the mountain top your company is striving to reach? No2. Is it motivating, clarifying the direction in which your organization needs to move? No3. Is your vision statement short? Yes4. Does it include verb-phrases that are forward-looking? Yes5. Are you using future tense? Yes6. Does the vision statement inspire, creating a vivid image in the reader’s head? No7. Does it give your employees a larger sense of purpose? No

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PAGE 6:Environmental Scan Worksheet

Economic Trends ● Baby boomer population aging, which will create new job opportunities for a range of

geriatric care specialities focused on prevention of chronic diseases and disabilities.○ Need for training in geriatric nutrition and a variety of geriatric care specialties to

support optimal health and improve health outcomes for a diverse aging population in a variety of settings.

○ As the ratio of working-age people to retirees decreases, the resources of the country may shift from education to health and caregiving to meet the needs of the older adult population.

○ The movement from costly acute and nursing facility settings to home and community based services will continue to expand

● Demonstration of the value/cost effectiveness of evidence-based nutrition care in the prevention, treatment and management of malnutrition and chronic disease in older populations is essential.

● Increased job opportunities available in the food industry as more consumers become interested in healthful and ethical eating which will likely shift the food system to become more service-oriented.

● Food sector jobs across all parts of the supply chain will increase, creating opportunities for food business entrepreneurs to utilize their education and leadership skills to create high paying jobs.

● Capitalization of jobs created by the local food movement; RDNs need to understand agricultural systems and how diet choices influence local economies.

Competitive Trends ● Increased encroachment and competition in the areas of wellness, health promotion and

disease prevention may occur due to explosion in the number of nutrition-related credentials and lack of regulatory standards.

Political Trends ● Sustainability

○ Future – focused dietary interventions will encompass ways to improve the health of the planet, including food waste reduction and consumption of foods that minimize greenhouse gas emissions and promote water conservation.

○ RDNs need education on food systems production practices and policies and should play a key role in educating the public about the relationships among diet, environment, and public health

○ Involvement in Food Policy Councils and other social justice advocacy initiatives enhance RDN opportunities to promote better access to healthy foods, minimize food waste, and further local economic development.

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● Sustained engagement in advocacy and public policy is essential for adequate funding and reimbursement of food and nutrition-related programs and services to ensure healthful aging.

● Principles of social justice, human rights, and social capital, in addition to economic and social barriers that limit the procurement, preparation, and consumption of healthy foods should be addressed in environmental and policy interventions.

● RDNs need skills to track effects of policy change initiatives designed to address the underlying causes of environments that foster poor dietary intake.

Technological Trends -● Rise of “smart machines” and systems- must stay updated with technology● New communication tools arising

○ RDNs can become leaders in mobile app development and research, focusing on their ability to produce dietary behavior change.

● Technology advancement that supports and empowers patients to manage their own diet will become more in demand and will require RDs to use the latest technologies to deliver care through virtual coaching and social media.

● Telehealth is on the rise, could increase international jobs available and ability for global expansion of services

● Organizations increasingly rely on data and outcomes (ANDHII) to drive decisions about priorities, including how and where their limited resources are utilized.

○ RDNs require the necessary skills to read, interpret and apply research in their practice settings, conduct outcomes research and utilize informatics to enhance their ability to show positive outcomes. Outcomes research is especially vital for the survival and advancement of the nutrition and dietetics profession and should be routinely conducted by RDNs

○ RDNs must be adept at identifying, treating and documenting malnutrition to ensure positive patient outcomes and reimbursement for health care facilities to cover the costs of caring for malnourished patients.

● Students are becoming more reliant on a technologically advanced learning style, must accommodate this

○ Utilization of educational technologies (e.i. practice simulations)○ To remain competitive, universities must develop high quality online courses and

programs● Advances in research and increased demand for personalized health and nutrition result in

increased availability and decreased costs of genetic testing. ○ Medicine is moving towards tailoring treatments to individual genetic,

environmental and behavioral characteristics to improve patient responses. Advances in nutritional genomics offer the promise of personalized nutrition and unprecedented opportunities for the RDN, including reimbursement for nutrition and lifestyle interventions.

○ The emerging genetic predisposition model of health and disease can position the RDN as a major force in health care. Designing nutrition interventions that

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incorporate a patient/client’s genetic profile is a task characteristic of an advanced practice RDN.

Social Trends ● Importance of multidisciplinary education: ability to work and understand people from

other disciplines○ The profession should collaborate with other health profession accreditation bodies

to establish core educational requirements and shared competencies; accreditation agencies can provide an impetus by requiring an IPE dimension in their guidelines.

○ Dietetics educators can adopt relevant IPE competencies for their programs from the Association of American Medical Colleges.

○ Nutrition and dietetics practitioners need sufficient IPE literacy and leadership skills to join and lead teams where nutrition plays an important role.

○ Dietetics educators can increase opportunities for students to learn from and with other health professions students by building on existing community-based events (e.g. health fairs and student run clinics).

● Profession needs to become more diverse to match the diversity of the communities practitioners serve (84% RDs and 81% DTRs non-Hispanic white compared to 74% of entire US population and 95-96% RDs and DTRs are female).

● Age of student population is increasing and these individuals are wanting an education that fast-tracks them into employment. More institutions now providing online education and creative scheduling that is convenient and flexible and provides interprofessional learning to improve employability in a fast-changing, team-oriented world.

● Health care is incorporating the concept of high-functioning teams to address problems, creating a need for RDs to have interdisciplinary literacy, emotional intelligence, and leadership skills to join and lead teams where nutrition plays an integral role.

● RDs need to be adaptable generalists (rather than specializing) that are able to cultivate an interdisciplinary perspective and leadership qualities that employers value.

● Interest in unique areas such as integrative medicine and preventive medicine, could open up more job opportunities

● Expectations that nutrition experts are socially responsible- meaning to have an obligation to act for the benefit of society at large.

● As the US population grows more diverse, stark differences between what health providers intended to convey in written and oral communications and what patients understand may increase and further exacerbate health disparities

● Nutrition is a key component of workplace health promotion; RDNs have unique qualifications to practice in these settings.

Geographic Trends ● World has become more globally connected● Large focus on community nutrition and disease prevention, RDs must have the ability to

understand patient’s cultural ecosystems

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● There is a need for increased language skills among RDNs with fluency in Spanish, French and Cantonese being sought most frequently

● RDNs should be culturally competent to interact effectively and appropriately in the workplace with patients/clients, peers, managers and subordinates from different ethnic and racial groups.

● Health equity is an increasingly important public health priority because of evolving US racial and ethnic demographics

○ Health practitioners must engage the community, identify needs, develop partnerships and assess and increase capacity at individual, organizational, and community levels to promote intervention success and health equity.

○ RDNs need community organizing and other capacity building skills to implement sustainable interventions in underserved communities.

○ All institutional policies and key practices should include a health impact assessment to determine unintentional variations in health impacts across ethnic and racial groups

○ More research is needed to understand the moderating and mediating roles of an individual’s health literacy status on nutrition outcomes and the relationship between health care providers’ increased knowledge of diverse cultures and better patient outcomes

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PAGE 7: Competitor Grid

Competitor Grid

COLLEGE FOCUS STRENGTHSWHAT DIFFERENTIATES

WHAT IS REQUIRED IF NON-THESIS OPTION?

AMOUNT OF ONLINE EDUCATION COST

Ohio State University

Research-focused on investigating current nutritional health problems and the roles of nutrients in the body

Ability to conduct research and write a thesis and curriculum takes into account current trends, research, and projected future practice

Has 2 tracks (MS for RD’s & internship/MS combined), ability to design program relevant to long-range professional goals, and can specialize in clinical, education, or administration

No non-thesis option available N/A N/A

Tufts University Combined MS/DI in Clinical nutrition

Utilizes other colleges to provide specialized classes and has research component

Offers over 6 different MS in nutrition degrees and also offers 6 combined MS nutrition degrees. For combined MS/DI program - provides elective courses, the ability to concentrate

No non-thesis option available for MS/DI program

N/A for MS/DI program; Master of Nutrition Science and Policy Program offers combined

$56,544 (with internship) $30,136 (MS only)

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in other nutrition programs, and provides minicourses and special classes

classes both online and on campus

Benedictine University

Combined MS/DI program in Wellness, a life-science based health promotion program

Emphasizes opportunity to perform community-based applied research, health education/promotion, community engagement

MPH, MS in nutrition/wellness, combined MS/DI; concentrations offered in health education (to become a certified health education specialist), nutrition entrepreneurship, and sports nutrition.

No thesis offered- only three courses related to research

A nutrition/wellness online master's program N/A

N/Rutgers University

Clinical nutrition/research focused program, combined MS/DI also offered

Research-driven program, gives opportunities to submit abstracts, poster presentations, and independently design, conduct, analyze sound research as well as prepare for leadership/management roles in clinical nutrition

Offers wide range of coursework, including pharm courses, course devoted to EN/PN, SGA, eating disorders, nutrition/genetics, and pediatrics nutrition

No non-thesis option available

Can do program full-time, part-time, or fully online

$650/credit hour x 31 hours= $20,150

California State Long Beach

Nutrition Across the Lifecycle

Offers elective courses

A "Nutrition Across the Lifecycle

Directed project

None $19,200 (tuition only)

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Communication" Concentration which includes preparation for communication and health promotion for individuals from birth to older adulthood

--> estimated total expenses: $26,490

St. Louis University

Programs offered in: 1) Culinary Nutrition2) Geriatric Nutrition3) Nutrition & Physical Performance4) Nutrition Therapy5) Pediatrics6) Public Health

Programs are only 1 year long and therefore graduates can start working sooner. There are also a variety of rotation sites available

Combined MS/DI is only 1 year long and there is a dedication to sustainable food systems

No non-thesis option available N/A

$1,050 per credit hour- core classes: 16 credits- nutrition therapy track: 11+ cr- culinary entrepreneurship: 12+ cr- nutr and phys performance: 9 cr- med/peds nutr: 8+ cr- public health nutrition: 8 cr--> $25,200+ (tuition only)--> estimated total expenses: $42,229-44,944

Case Western Two options: Coursework can For Public Health Thesis is not N/A $1,714/credit

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University

Coordinated DI + MS Public Health Nutrition (ability to specialize in maternal and child nutrition) as well as combined DI + MS Nutrition, can specialize in Research Processes and Applications

begin in fall, spring, or summer semesters; programs are specialized to meet individual needs, and coursework is completed in only three semesters

track: 8-10 week full-time commitment, out-of-state block field experience at large public health agency in which intern selects, Combined MS/DI: different dietetic internships sites used

required; alternative is to take a comprehensive exam at the end of the program, additional 75-100 page report/oral report on block field experience

hour x 27-30 credit hours= $38,178- $51,240

Dominican University

MBA in either Healthcare Administration or General Management

Only MBA/RD program in the United States; allows individuals with business degree background to be waived from some courses, ability to take elective courses, can be coordinated with undergraduate degree

Utilization of MBA degree, and its focus on leadership and business

No thesis, different than traditional MS Nutrition degree requirements because program is MBA. MBA foundation courses include: economics, financial accounting, statistics, organizational behavior, and financial

N/A $870/credit hour x 39 credit hours= $33,930

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management.

Boston University

Combined MS/DI with research, communication, or counseling

Allows for people who do not have undergraduate experience in nutrition also get a masters. Gives opportunity to develop own research proposal; has a "nutrition practicum" that is different than the internship (4-credit course spending 150 hours with a RD or other healthcare professional. Students may also have the opportunity to complete full-time or part-time

Separated MS/DI as the MS is completed before the DI; students can begin in the summer or in January as well.

Ability to create own research proposal however no-thesis option listed N/A ~$47,000

University of Massachusetts

2 MS options: Nutrition Science and Community science

Ability to be educated in nutrition without BS in nutrition degree.

Greater flexibility, and more options as there are 2 tracks, including a Public Health degree, and students can choose elective courses.

Thesis is an option-encouraged for those who want to go on to PhDFor community nutrition: non-thesis includes

N/A N/A

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research problems course and nutrition practicum

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PAGE 8:Strategic Alternatives Worksheet

Strengths - S Weaknesses - W

Opportunities - O -Research based-Small classes with individualized attention-Faculty members are expert in the field-Well-known hospital-Access to good facilities, technology, research databases, SPSS-faculty/staff always stay up to date with current trends in nutrition, etc--relay this to students-Good location: off public trans, in downtown Chicago, parking available

-No online classes, which means limited flexibility-No other concentrations-can add different tracks to offer more choices-No choices in classes-No classes with other professions-Do not have much organized interprofessional activities/classes with other professions: are not currently utilizing strength of hospital-No community-based classes: strong community among us with different patient populations and schools in the area-Few current RDs in classes-could target this population to attempt to increase diversity among students-Many other nutrition programs around-could create partnerships with other universities

Threats - T -Clinically focused-no other concentrations-Small classes-no students from other fields in our classes

-Other programs that are cheaper-Other programs in the area

5. Proposed courses to offer.

Attached curriculum table with appendix.

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Clinical Nutrition + Thesis (FY2017)Master of Science degree program core curriculum: TRACK 1

Year 1Fall Semester NTR 545 Nutrition Assessment (online)

1 CHS 501/502 Research Methods/Biostatistics

4NTR 598 Thesis 1

Total: 6 hours Spring Semester NTR 523 Advances in Vitamins/Mineral Human Nutrition (online)

1 NTR 521/522 Regulation of Macronutrient/Energy Metabolism 4NTR 598 Thesis 1

Elective option3

Total: 9 hours Year 2Summer Semester NTR 541/531 Integrating Nutrition in Disease Prevention and

4Treatment I+ Motivational Interviewing (with simulation)

CHS 510 Healthcare in America (online) 1NTR 598 Thesis 1

Elective option3

Total: 9 hours Fall Semester NTR 542/531 Integrating Nutrition in Disease Prevention and 4 Treatment II + Motivational Interviewing (with simulation)NTR 598 Thesis 1

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Elective option3

Total: 9 hoursSpring Semester NTR 503/560 Leadership in Dietetics + Food and Nutrition Services 3 ManagementNTR 566 Seminar 1NTR 558 Dietetic Public Policy Initiatives and Advocacy

1NTR 598 Thesis 2

Total: 7 hoursTotal curriculum hours: 40

Clinical Nutrition (FY2017)Master of Science Degree Program Core Curriculum: TRACK 2

Year 1Fall Semester NTR 521/522 Regulation of Macronutrient/Energy Metabolism 4 NTR 580 Service/Quality Improvement Project

1Elective Option 3

Total: 8 hours Spring Semester NTR 541/531 Integrating Nutrition in Disease Prevention and

4Treatment I+ Motivational Interviewing (with simulation)

NTR 580 Service/Quality Improvement Project1

Elective Option 3 Total: 8 hoursYear 2Summer Semester NTR 542/531 Integrating Nutrition in Disease Prevention and 4 Treatment II + Motivational Interviewing (with simulation)NTR 580 Service/Quality Improvement Project

1Elective Option 3

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Total: 8 hours Fall Semester CHS 591 Research for Healthcare Professionals

1NTR 523 Advances in Vitamins/Mineral Human Nutrition (online)

1 NTR 558 Dietetic Public Policy Initiatives and Advocacy

1CHS 510 Healthcare in America (Online) 1NTR 580 Service/Quality Improvement Project

1Elective Option 3

Total: 8 hours

Spring Semester NTR 503/560 Leadership in Dietetics + Food and Nutrition Services 3 ManagementNTR 580 Service/Quality Improvement Project

2Elective Option 3

Total: 8 hours

6. Strategies

Steps needed to implement the new curriculum:1) Identify faculty able to teach courses. If inadequate faculty to teach, recommend utilizing

other Master’s programs/offer online courses (either taught by own faculty or faculty at other universities). If inadequate faculty or unable to share responsibility with other disciplines, recommend hiring additional faculty (cost to be offset by additional tuition received from increased students).

2) If deciding to take the route of offering elective courses from other disciplines’ curriculums, would need to communicate with these other disciplines to determine schedule for plan of study that would best accommodate all students.

3) If offering three concentrations for Track Two is not feasible, could focus curriculum development on just one concentration for Track Two development.

4) Identify courses that are able to be taught online and/or offered as night classes to accommodate non-traditional students.

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Rush University Clinical Nutrition Masters Program Course Descriptions

Clinical Nutrition Masters Program Core Courses for Track 1

NTR-503/560: Leadership in Dietetics + Food and Nutrition Services Management- Theories of leadership and management strategies utilized by nutrition services in a healthcare setting. (3 hours)

NTR-521/522: Regulation of Macronutrient Metabolism/Energy Metabolism and Bioactive Ingredients in Human Nutrition Advanced nutrition course of dietary lipids, carbohydrates, and protein metabolism. In addition to incorporating biochemical and molecular nutrition. (4 hours)

NTR-523: Advances in Vitamin and Mineral Nutrition in Human Metabolism Advanced human metabolism course specifically exploring metabolic pathways and physiological needs of micronutrients throughout the life cycle. (offered as online only, 1 hour)

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NTR-541/531: Integrating Nutrition in Disease Prevention and Treatment I with Motivational InterviewingPathophysiology of specific nutrition-related diseases, assessing the nutrition literature in prevention, and incorporating nutrition counseling targeting specific dietary behaviors, behavior-change, and strategies. (4 hours)

NTR-542/531: Integrating Nutrition in Disease Prevention and Treatment II with Motivational InterviewingA continuation of the pathophysiology of specific nutrition-related diseases, assessing the nutrition literature in prevention, and incorporating nutrition counseling targeting specific dietary behaviors, behavior-change, and strategies. (4 hours)

NTR-545: Nutrition AssessmentAssessing nutrition-related information including dietary, laboratory, anthropometrics, and clinical study. Develop an understanding of nutrition assessment techniques and appropriately applying these tools in the clinical practice. (Online only, 1 hour)

NTR-555: Population Studies in Nutrition EpidemiologyExposes students to cross-sectional studies, longitudinal studies, and clinical trials that focus on nutrition outcomes and dietary patterns. Major emphasis on NHANES, and students responsible for nutrition research project. (1 hour)

NTR- 558: Dietetic Public Policy Initiatives and AdvocacyIntroduces students to public policy initiatives supported by Academy of Nutrition and Dietetics. Reviews policy formation process and provides opportunities to advocate for food and nutrition initiatives with governing officials. (1 hour)

NTR-598: ThesisUnder faculty supervision, students will prepare and present a research project. Students will complete a review of the current literature and create an appropriate research design and methodology to support research objectives. Course taken across five semesters, 1 credit for first 4 semesters, 2 credit last semester. (6 hours)

CHS-501/502: Introduction to Biostatistics and Research Methods for the Health Scientist The course places an emphasis on scientific research including, review of literature, research design, sampling techniques, descriptive and inferential statistics. Computerized statistical software and SPSS training to analyze data will be included. (4 hours)

CHS-510: Healthcare in AmericaThis course addresses present issues in America’s healthcare system. Issues include finances/economics, long-term care, technology in healthcare, biomedical ethics, public health, and future direction of America’s healthcare system. (Online only, 1 hour)

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Track 1 Elective Course Descriptions

NTR-525 NutrigenomicsStudying the effects of diet on activity of genes and health. Explores how different genetic make ups metabolize nutrients. Examples of topics explored: DNA, RNA, proteomics and detection systems, bioinformatics, genetics, SNPs, model systems, and ethics. (3 hours)

NTR-549 Physiological Basis of Exercise and NutritionExamination of the physiologic and metabolic adaptations to exercise and physical conditioning, with an emphasis on nutritional needs of the human metabolism in response to specific types of exercise. (3 hours)

NTR-534 Nutrition in Critical CareCurrent literature and evidence on techniques used for implementing and monitoring nutritional therapy in critically ill patients. Emphasis on metabolic complications associated with enteral and parenteral feeding. (3 hours)

NTR-575 Food and Culinary ScienceGroup and individual investigation of and experimentation with scientific principles of food and research. (3 hours)

Clinical Nutrition Masters Program Core Courses for Track 2

NTR-503/560: Leadership in Dietetics + Food and Nutrition Services Management- Theories of leadership and management strategies utilized by nutrition services in a healthcare setting. (3 hours)

NTR-521/522: Regulation of Macronutrient Metabolism/Energy Metabolism and Bioactive Ingredients in Human Nutrition Advanced nutrition course of dietary lipids, carbohydrates, and protein metabolism. In addition to incorporating biochemical and molecular nutrition. (4 hours)

NTR-523: Advances in Vitamin and Mineral Nutrition in Human Metabolism Advanced human metabolism course specifically exploring metabolic pathways and physiological needs of micronutrients throughout the life cycle. (offered as online only, 1 hour)

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NTR-541/531: Integrating Nutrition in Disease Prevention and Treatment I with Motivational InterviewingPathophysiology of specific nutrition-related diseases, assessing the nutrition literature in prevention, and incorporating nutrition counseling targeting specific dietary behaviors, behavior-change, and strategies. (4 hours)

NTR-542/531: Integrating Nutrition in Disease Prevention and Treatment II with Motivational InterviewingA continuation of the pathophysiology of specific nutrition-related diseases, assessing the nutrition literature in prevention, and incorporating nutrition counseling targeting specific dietary behaviors, behavior-change, and strategies. (4 hours)

NTR- 558: Dietetic Public Policy Initiatives and AdvocacyIntroduces students to public policy initiatives supported by Academy of Nutrition and Dietetics. Reviews policy formation process and provides opportunities to advocate for food and nutrition initiatives with governing officials. (1 hour)

NTR 591: Research for Healthcare ProfessionalsStudents will develop an understanding of the research process and how research evidence influences practice by review of literature, research designs, sampling techniques, measurement, and related issues. (1 hour)

CHS-510: Healthcare in AmericaThis course addresses present issues in America’s healthcare system. Issues include finances/economics, long-term care, technology in healthcare, biomedical ethics, public health, and future direction of America’s healthcare system. (Online only, 1 hour)

NTR-580: Nutrition Service and Quality Improvement ProjectUnder faculty supervision, students will develop a quality improvement-service project and create a feasible strategy utilizing the RUSH way to implement a program based on track concentration. Leadership concentration project example includes a management project that entails implementing a new policy with use of ANDHII. Community concentration project example includes a sustainable farming project that integrates various community programs. Communication concentration project example includes FoodMinds externship/field experience, service project geared towards increasing access to nutritional resources among populations in need, and development of marketing/educational resources for FNS department through social media. Course taken across five semesters, 1 credit for first 4 semesters, 2 credit last semester. (6 hours)

Track Two Concentration Objectives

Leadership in Nutrition

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● To prepare students to merge nutrition knowledge with traditional leadership skills to develop innovative entrepreneurial programs and services.

Community Nutrition● To prepare nutrition specialists to work in many types of public health and voluntary

agencies, as well as educational settings.

Nutrition Communications● To prepare students to merge nutrition knowledge with innovative communication

techniques through a variety of media to a variety of audiences.

Track Two Elective Course Descriptions

Leadership in Nutrition Concentration Electives:

HSM-559: Healthcare Planning and Marketing This course develops students’ understanding and appreciation of the health care planning and marketing processes through frameworks including strategic thinking and planning, consumer research, market segmentation, price, distribution and product strategies, advertising and promotion, mass communications/public relations, social media and evaluation of planning and marketing efforts. (3 hours)

NSG-521: Organizational and Systems Leadership This course explores organizational and leadership theories, and analyzes the process of managing changes. The effects of operational and managerial processes on practice environments that affect outcomes, quality, safety and cost effectiveness of patient care are discussed. Ethical leadership principles and role development underpin the course content. Clinical informatics as a component of healthcare is integrated throughout the course. (3 hours)NTR-540: Global Food BusinessCourse entails learning in-depth detail about global challenges such as widespread undernutrition in many poor countries, a growing obesity crisis in wealthy countries, and unstable international food prices. (3 hours)

NTR-544: Fiscal Management for Nutrition Managers This course focuses on understanding key issues in financial management in health care. The course explores a variety of fiscal concepts and techniques such as cost accounting, cost behavior, budgeting, cost benefit/cost effectiveness analysis, cost-volume-profit analysis, cost variance analysis, and performance budgeting. Emphasis is placed on the way in which cost data can be used for decision-making and the role of information systems and their relationship to health care administrative practice. (3 hours)

HSM-551: Health Informatics

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This class introduces Health Informatics, a field concerned with the use of information technology in healthcare, and provide students with an understanding of health information systems, includ-ing the electronic medical record, pharmacy systems, billing systems, and business intelligence/data warehousing systems. Students will understand how to use data from these informatics systems to measure the quality and costs of care. Additionally, students will gain expertise in national policy initiatives in health informatics. (3 hours)

Community Nutrition Concentration Electives:

NTR-532: Intro to Public Health Nutrition This course focuses on the philosophy, objectives, organization, and integration of public health programs in government and voluntary health agencies. Emphasis on merging with other disciplines working in public health settings and the role of a public health nutritionist. (3 hours)

NTR-533: School Health Programs The course focuses on analysis of the philosophy, organization and legal aspects of school health programs. Includes collaboration between school and community for a team approach to health and nutrition education for the school age individual. (3 hours)

NRS-532: Population Health Assessment & Planning Implementation & EvaluationThis course focuses on an application of the concepts and methods of assessing health status among community groups and populations within the health planning process. Analyses of population assessments and studies provide understanding of community needs and resources. Emphasis will be given to data collection and analysis as the foundation of planning interventions for populations/aggregates. Formulation of implementation strategies and evaluation schemes for sustainable program development are discussed. (3 hours)

NTR-534: Sustainable Food Systems and the Food ConsumerThis course will we will examine approaches to meeting the demand for feeding our growing population, such as organic farming and genetic engineering. Topics discussed will include: how ecological knowledge makes food production more sustainable, what existing and emerging approaches can contribute to a reliable supply of nutritious food, and stakeholder-specific perspectives (growers, advocacy groups, industry, governmental agencies) on the topic of sustainability. (3 hours)

NTR-535: Global Issues in NutritionThis course discusses current issues related to global nutrition. The course will present and discuss international, national and community-level policies and programs designed to improve the nutritional status of populations and to overcome barriers to their implementation. Nutritional status will be discussed as a “continuum” where populations can simultaneously have members with severe under-nutrition, good nutritional status, and over-nutrition. The course will focus on

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not only the burden of under-nutrition but also special topics including the nutrition transition, weaning and complementary feeding, and women and health. (3 hours)

Nutrition Communications Concentration Electives:

NTR-536: Professional Communication: Nutrition and the MediaCourse intended to increase students' awareness of the pervasive nature of food and nutrition messaging and the varied motivations. Concepts related to nutrition will be presented along with the skills and resources needed to critically evaluate future issues and trends in nutrition. (3 hours)

NTR-537: Introduction to Writing about Nutrition and Health: Interpreting Nutrition EvidenceThis course focuses on developing skills for analyzing and communicating reliable nutrition messages for print and visual media; translating evidenced-based research into consumer messages. (3 hours)

NTR-538: Communicating Health Information to Diverse AudiencesThis course will discuss the Identification, development, and evaluation of methods for encouraging diverse communities (urban, rural, poor, women, children, and the elderly) to participate in public health interventions. This course will focus on the theoretical basis for communication strategies, and on the design, implementation, and evaluation of health communications programs. Case studies will be completed using examples from television, radio, print, drama, and other communications media. (3 hours)

NTR-572: Nutrition Communication This course explores various theoretical perspectives on health-related behavior change and factors that influence behavior. (3 hours)

HSM-559: Healthcare Planning and MarketingThis course develops students’ understanding and appreciation of the health care planning and marketing processes through frameworks including strategic thinking and planning, consumer research, market segmentation, price, distribution and product strategies, advertising and promotion, mass communications/public relations, social media and evaluation of planning and marketing efforts. (3 hours)

Strategic Plan for New Curriculum Development

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