Introduction to Dietetics PDF

Introduction to Dietetics Compiled by Gubala Getu 1  Course objective After completion of this course students be able to Describe the historical developments of dietetic practice Understand the role and responsibilities of dietitians Know t...

Introduction to Dietetics Compiled by Gubala Getu 1  Course objective After completion of this course students be able to Describe the historical developments of dietetic practice Understand the role and responsibilities of dietitians Know the opportunities and educational requirements to become a Registered Dietitian Compiled by Gubala Getu 2  Cont. Comprehend evidence-based dietetic practice, standards of practice and ethical responsibilities of dietetic practice Discuss the concept of professionalism as it relates to their career List and discuss career options within the dietetics field Understand effective health care team functioning that includes dietetics professional Compiled by Gubala Getu 3  Cont. Understand the role of the dietitian in various practice and industry setting Understand dietetic practice in the context of the clinical and primary health care settings within the current Ethiopian health system Compiled by Gubala Getu 4  Introduction Text book: Nutrition AND Dietetics Practice and Future Trends by Esther A. Winterfeldt, Margaret L. Bogle, and Lea L. Ebro Page: 2-3 Compiled by Gubala Getu 5  Lesson objective After the completion of this lesson students be able to Define Dietetics Describe base of recommendations about eating and food choices Discuss the progress made during18th century Compiled by Gubala Getu 6  Dietetics has been practiced as long as people have been eating The term derives from dieto, meaning diet or food. Recommendations about eating and food choices have come from biblical admonitions as well as from early physicians and scientists. Compiled by Gubala Getu 7  Until the discovery of the major nutrients in food during the 19th and 20th centuries, a scientific basis for many of the eating recommendations was tenuous at best. During the 18th century, research by chemists and physicians began to yield information concerning digestion, respiration, and other metabolic functions. Fats, carbohydrates, and amines were known by the mid-1800s, but vitamins and minerals were not discovered until the early 1900s. Compiled by Gubala Getu 8  One of the most fascinating accounts of the relationship between specific foods and illness is found in Lind’s Treatise of Scurvy written in 1753. When it was discovered that lemons and limes or their juice would prevent the dreaded scurvy among sailors at sea for long periods of time, it was a lifesaving piece of knowledge. Vitamin C from citrus fruits was later termed the antiscorbutic vitamin. Compiled by Gubala Getu 9  Other breakthroughs came when vitamin A was found to be a factor in the prevention of skin lesions and blindness in both animals and people, and when niacin, one of the B-vitamin group, was found to prevent pellagra in humans and black tongue in dogs. Compiled by Gubala Getu 10 Historical perspectives on the development of dietetics Text book: Nutrition AND Dietetics Practice and Future Trends by Esther A. Winterfeldt, Margaret L. Bogle, and Lea L. Ebro Page: 3-4 Compiled by Gubala Getu 11  Lesson objective After the completion of this lesson students be able to Describe the role of Cooking Schools on the development of dietetics Describe the role of hospital dietetics on the development of dietetics Describe the role of Clinics on the development of dietetics Describe the role of the Military on the development of dietetics Compiled by Gubala Getu 12 Cooking Schools The schools not only offered cooking instruction but conducted laboratories in chemistry and special classes for the sick. The schools trained many of the men and women who were in charge of food service in hospitals and the Red Cross during World War I. Compiled by Gubala Getu 13 Hospital Dietetics One account of menus in a New York hospital indicated that mush, molasses, and beer were served for breakfast and supper several days a week. Fruits and vegetables did not appear on menus until later, and then usually only as a garnish. Compiled by Gubala Getu 14 Clinics The Frances Stern Clinic in Boston was one of the leading food clinics established in the late 1800s to provide diets for the sick poor. This clinic continues as a leading treatment center and serves as a model for similar clinics throughout the United States. Compiled by Gubala Getu 15 The Military During World War I, many served in military hospitals both overseas and in the United States. In World War II during the 1940s, hundreds of dietitians volunteered for active service. Dietitians also worked closely with the Office of the Surgeon General and the Red Cross to help train more individuals in nutrition. Compiled by Gubala Getu 16 Dietetics in the Ethiopian health care system Compiled by Gubala Getu 17  Lesson objective After the completion of this lesson students be able to Describe the how of dietician considered as health work force in Ethiopia healthcare setting Describe the position of dietician for inpatient services and ward round Illustrate the status of dietitian as national human resource for health strategic plan for Ethiopia 2016-2025 Compiled by Gubala Getu 18 Dietician considered as health work force in Ethiopia healthcare setting Dietician is should be included as case teams for inpatient services. Compiled by Gubala Getu 19 Position of dietician for inpatient services and ward round Ward rounds should be conducted by a multi_ professional team (e.g. doctors, nurses, pharmacists, dietician, related health professionals, patient and caregivers). Compiled by Gubala Getu 20  Status of dietitian as national human resource for health strategic plan for Ethiopia 2016-2025 Compiled by Gubala Getu 21 Minimum staffing standards for the government-owned health facilities Compiled by Gubala Getu 22  Existing workforce and projections for 2020 and 2025 Compiled by Gubala Getu 23 Total Number Required by level 2025 for the government-owned health facilities Compiled by Gubala Getu 24 Dietetic education and training Text book: Nutrition AND Dietetics Practice and Future Trends by Esther A. Winterfeldt, Margaret L. Bogle, and Lea L. Ebro Page: 38-44 Compiled by Gubala Getu 25  Lesson objective After the completion of this lesson students be able to Discuss the academic requirements for practice in dietetics and membership in the Academy Compare the didactic program in dietetics and the coordinated program in dietetics. Describe the standards of education and their purpose Compiled by Gubala Getu 26  Understand the application process for supervised practice Understand how competencies for entry-level practice are integrated into supervised practice Know the basic requirements for advanced study and degrees Compiled by Gubala Getu 27 UNDERGRADUATE EDUCATION Educational preparation of dietitian begins undergraduate degree program. Study for the baccalaureate degree is based in biological, physiological, behavioral, & social sciences, & it includes both theoretical & applied courses. The college or university offering a degree program plans a curriculum that meets both the educational standards of the Academy of Nutrition & Dietetics &Getuthe university requirements, including general education courses. Compiled by Gubala 28  A baccalaureate degree from an accredited college or university, combined with a supervised experience either integrated into the degree program or in an internship following the degree, is required to fulfill all education requirements. Curriculum meets the academic standards is referred to as a didactic program in dietetics (DPD). Program offers practical experience component concurrently with the degree is termed a coordinated program (CP). Compiled by Gubala Getu 29  The dietetic technician (DT) program similarly follows a course of study in a 2-year college or institution that includes or is followed by a practice component. Compiled by Gubala Getu 30  DIETETICS EDUCATION PROGRAMS Didactic Program in Dietetics The didactic or classwork portion of dietetics educational requirement is completed during the degree program, either undergraduate or graduate. Following the degree conferral, student completes a supervised practice program or internship. Compiled by Gubala Getu 31  The traditional didactic program is a 4-year bachelor of science degree. Many of the courses required in the DPD combine classroom and laboratory work, especially in food production, clinical nutrition, and science courses such as chemistry and microbiology. During the latter part of the program, usually the senior year, the student applies to one or more dietetic internships After completion of the supervised portion of the program, the student may take the registration examination. Compiled by Gubala Getu 32 Coordinated Program in Dietetics Didactic portion of a program & supervised practice are completed during the course of study toward the degree, either undergraduate or graduate. The student graduating from this program is prepared for entry- level practice upon completion of the degree. In most universities, students enter the CP for their junior and senior years. Compiled by Gubala Getu 33  A university designates the criteria for admission to the CP. The selection criteria commonly include grade point average, writing skill, work experience, letters of recommendation, and, sometimes, an interview. A minimum of 1200 hours of supervised practice is required in the CP. On completion of the degree, the student is eligible to take the registration examination. Compiled by Gubala Getu 34 Dietetic Technician Program The dietetic technician (DT) program is similar to the CP in that both didactic and supervised practice (minimum of 450 clock hours) are required. The Accreditation Council for Education in Nutrition and Dietetics (ACEND) also accredits the programs. Graduates of the program may also become registered by taking the DTR examination. Many of the programs are offered in 2-year colleges or technical schools. Compiled by Gubala Getu 35 EDUCATION PROGRAM STANDARDS ACEND sets the standards by which dietitians are educated The standards have been issued in various forms since 1924 and have undergone many changes in both concept and form. Early emphasis was on the specific courses a student was required to take during a degree program. Compiled by Gubala Getu 36  Now, the standards are based on the outcomes expected from the education experience, and education program directors translate the expected outcomes into courses and course content. ACEND further specifies how a degree program is structured, including the goals and philosophy of the program, the students, the curriculum, the program resources, and evaluation of the program. Compiled by Gubala Getu 37 The standards for all degree and experience program include the following: 1. Program characteristics and resources 2. Mission, goals, and objectives of the program 3. Curriculum learning activities 4. Faculty and preceptors 5. Supervised practice and learning sites 6. Information for prospective students and the public 7. Policies and procedures 8. Program evaluation and improvement Compiled by Gubala Getu 38  The ACEND evaluates each educational program through an accreditation site visit based on an extensive self-study prepared by the program director and staff. The purpose of the site visit, conducted by registered dietitians designated by ACEND ✓ Is to assist the program in continued assessment that ensures qualified ✓ Competent program graduates who pass the registration examination and are prepared to practice Compiled by Gubala Getu 39  A program may be accredited for a period of 5 to 10 years. Periodic reports are submitted to the Academy indicating that the program continues to provide education that meets the standards. A list of all accredited programs is available from a college or university or from the Academy website Compiled by Gubala Getu 40  SUPERVISED PRACTICE IN DIETETICS Preprofessional or supervised practice is an essential step toward becoming a registered dietitian nutritionist (RDN) or nutrition and dietetics technician, registered (NDTR) For the DPD student, the dietetic internship follows the degree. Supervised practice takes place in the work setting where students learn to apply their knowledge and skills under the direction of a preceptor. Compiled by Gubala Getu 41  Successful completion of supervised practice program establishes eligibility for an individual to take the registration examination and apply for active membership in the Academy. Competency in dietetics practice is the goal of supervised practice. Competency is regarded as the ability to carry out tasks within certain expected standards or parameters. Supervised practice programs are based on the standards of education and the competencies for entry-level practice. Compiled by Gubala Getu 42  All supervised programs must offer a minimum of 1200 hours of experience for the dietitian and 450 hours for the DT. Programs follow the same standards; however, there is flexibility in the way the programs meet the standards through the kinds of experiences offered. Although ACEND accredits the educational programs, it does not mandate the kinds of experiences or the amount of time in each area of practice. Each program sets the curriculum and experiences that meet the goals of the program and the needs of the student. Compiled by Gubala Getu 43  Experiences are structured around three key areas of activity in dietetics: ✓ Clinical nutrition, ✓ Food service management, and ✓ Community dietetics. Programs that do not offer all the experiences in one institution will arrange with others in the community or area to provide them. Compiled by Gubala Getu 44  Besides the dietetic internship, the CP, and the DT practice, The Individualized Supervised Practice Pathway (ISSP) also offers a pathway to registration and membership. Provides a way for persons not matched for an internship placement to gain experience and for doctoral students not holding a verification statement or having completed didactic course work. Requirements for acceptance to the program are determined by the institution or program offering the experience as is the choice of a preceptor for the student Compiled by Gubala Getu 45  What need to know before applying to a supervised experience program ✓ A period of supervised experience is required to establish eligibility to become an RDN or NDTR and that acceptance into a program is competitive. ✓ The application process should begin early in the senior year to assemble all required materials by graduation and, if required by the program desired by the student, to visit one or more programs. Compiled by Gubala Getu 46  ADVANCED-LEVEL EDUCATION Advanced-level education may be described as continuing education, preprofessional education, or graduate education. More baccalaureate students are pursuing a graduate degree; More employers are requiring an advanced degree, training, or advanced credentials; and More disciplines are becoming specialized, thus requiring advanced-level education. Compiled by Gubala Getu 47  Graduate education is formal study beyond a baccalaureate degree that leads to an advanced degree, that is, the master’s or doctoral degree. Graduate study involves concentrated work in a specific academic area. Some universities offer or require graduate study concurrently with the dietetic internship Compiled by Gubala Getu 48  Among the purposes of advanced education are opportunities for individuals ✓ To explore new ideas and ✓ Gain a higher level of knowledge and understanding required to recognize and fully discharge personal, social, and professional responsibilities. Practical benefits also accrue, including Networking with other advanced practitioners and specialists, The possibility of career advancement and financial gain. Compiled by Gubala Getu 49  Types of Programs ✓ The master of science (MS) degree usually requires 1 to 2 years of fulltime study and may be longer depending on the major area of study, the research undertaken, and whether the student attends full or part-time. ✓ The doctor of philosophy (PhD) or doctor of education (EdD) usually requires a minimum of 3 years of full-time study. Original research and a thesis or dissertation, or an equivalent academic work, will be required depending on the field of study and the requirements of the educational institution. The doctoral degree is considered the terminal degree although, at times, it will be followed by postdoctoral academic study. Compiled by Gubala Getu 50  Benefits of Advanced Study ✓ Development of intellectual skills such as the ability to master complex information, problem solve, and explore new ideas. ✓ Career benefits include the development of advanced practice skills, the in-depth exploration of subjects in one’s area of practice or in another area, and the acquisition of new perspectives. Compiled by Gubala Getu 51 Dietetics as a profession Text book: Nutrition AND Dietetics Practice and Future Trends by Esther A. Winterfeldt, Margaret L. Bogle, and Lea L. Ebro Page: 73-84 Compiled by Gubala Getu 52  Lesson objective After the completion of this lesson students be able to Become familiar with Scope of Practice and its implications for the Academy member. Understand the attributes of a professional. Become familiar with essential elements of ethical practice & Code of Ethics Gain appreciation for the importance of lifelong professional development Know how to apply evidence-based practice Compiled by Gubala Getu 53  DIETETICS AS A PROFESSION o Professional practice can be defined in several ways—first and foremost as practice based on specialized learning and training and adherence to a code of ethical actions and behavior adopted by the group. o Dietitians who develop a professional portfolio are familiar with the process involved, such as a plan for continued competence in practice with supporting goals and measures to meet the goals. o The portfolio emphasis is on continued learning and self-monitoring—both distinguishing features of a professional. Compiled by Gubala Getu 54 o Dietetics practice is based on a fluid and flexible framework. o The core of the profession is food and nutrition services for individuals, groups, and communities. o The dietetics professional provides services through communication and collaboration with others by using management techniques, research, science, technology, and leadership skills. Compiled by Gubala Getu 55  SCOPE OF PRACTICE AND PERFORMANCE STANDARDS ✓ In response to a need to provide guidance for members practicing in diverse roles in dietetics, the Academy appointed a Task Force in 2004 to develop a Scope of Practice Framework. ✓ Directions for using the framework followed with periodic updates. ✓ The framework provided a flexible decision-making structure by which dietitians could determine if specific activities fell within the scope of dietetics practice. ✓ Three broad areas were defined in the framework: foundation knowledge, evaluation, and resources. Compiled by Gubala Getu 56 ✓ Scope of Practice (Individual) is also referred to as Scope of Practice in Nutrition and Dietetics and provides the flexible boundaries of the individual’s professional practice. ✓ For the Scope of Practice (Statutory) the Academy has adopted the definition of the Center for the Health Professions ✓ The statutory Scope of Practice refers to the practitioner’s qualifications, board representation, fees, and renewal as well as listing a range of roles, examples of specific activities and regulations within which the nutrition and dietetics practitioners perform. Compiled by Gubala Getu 57 ✓ The scope of practice for the registered dietitian nutritionist (RDN) focuses on o Food and nutrition and related service developed, directed and provided by RDNs to protect the public, community, and populations; o Enhance the health and well-being of patients/clients; and deliver quality products, programs, and services across all focus areas. Compiled by Gubala Getu 58 ✓ The scope of practice for the dietetic technician, registered (DTR) focuses on o Food and nutrition-related services provided by DTRs who work under supervision when in direct patient/client nutrition care and who may work independently. Compiled by Gubala Getu 59 ✓ As a part of the Scope of Practice, o The Standards of Practice (SOP) and the Standards of Professional Performance (SOPP) are used as tools by credentialed dietetics practitioners. ✓ They are to be used for self-evaluation, professional development, and advancement of practice. ✓ Some regulatory agencies may use the SOP and SOPP to determine competency for credentialed practitioners. Compiled by Gubala Getu 60 ✓ Standards of Practice and Standards of Professional Performance o The Academy published guidelines for professional practice o The first standards for a specific or focus area were developed for the Registered Dietitian and Dietetic Technician in nutrition care o They were general in content that outlined activities that apply in all areas of dietetic practice. o These became the blueprint for the development of standards in many other areas of practice. Compiled by Gubala Getu 61 ✓ The general standards specified the following activities: o Minimum levels of practice and performance o Common indicators for self-evaluation o Consistency in practice and performance o The role of dietetics and the services that the RDN and the DTR provide within the healthcare team Compiled by Gubala Getu 62 ✓ The general standards specified the following activities: o The food and nutrition services provided in a framework that encourages continuous quality improvement o A basis for researchers to investigate relationships between dietetics practice and outcomes o A framework for educators to set objectives for educational programs that reflect applicable federal laws and regulations Compiled by Gubala Getu 63 ✓ Professional standards are important because o They promote safe, effective, and efficient food and nutrition services; o They are developed from evidence-based practice (EBP); o They provide for improved health care and food and nutrition service- related outcomes; o They ensure continuous quality improvement; o They promote dietetics research, innovation, &practice development, & o They help the individual RDN and DTR develop professionally. Compiled by Gubala Getu 64 ✓ SOP and SOPP have now been developed in many areas of dietetic practice. ✓ SOP can be defined as “the minimum expectations or skill for competent performance”. ✓ SOPP may be defined as “guides for the activities regarded as essential to attain professional expectations that is, the knowledge, skills, and competencies required at various levels of care.” ✓ SOP describes what is done—the job requirements—at defined levels of skill ✓ SOPP describes the actions necessary to achieve this Compiled by Gubala Getu 65 ✓ The two are complementary documents and are developed to be used together. ✓ The following areas of practice have developed SOP and SOPP documents, which are available on the Academy website and in the Journal of the Academy. o Adult Weight Management o Pediatrics o Public Health and Community Nutrition Compiled by Gubala Getu 66 o Sustainable, Resilient, and healthy Food and Water Systems o Sports Nutrition o Management in Food and Nutrition Systems o Nephrology Nutrition o Nutrition Support o Nutrition Care for Registered Dietitians o Nutrition Care for Dietetic Technicians Compiled by Gubala Getu 67 o Clinical Nutrition Management o Intellectual and Developmental Disabilities o Disordered Eating and Eating Disorders o Diabetes Care o Integrative and Functional Medicine o Extended Care Settings o Oncology Nutrition Care Compiled by Gubala Getu 68  Education of Dietetics Practitioners Diabetes Behavioral Health Care Compiled by Gubala Getu 69  ETHICAL PRACTICE ✓ Several guiding principles outline the concerns, values and ethics of the dietetics profession as follows: o The nutrition and dietetics practitioner conducts himself or herself with honesty, integrity, and fairness. Compiled by Gubala Getu 70 o The nutrition & dietetics practitioner supports & promotes high standards of professional practice. o The practitioner accepts the obligation to protect clients, the public, and the profession by upholding the Code of Ethics & reporting perceived violations of the Code through the processes provided. o The practitioner provides professional services with objectivity and with respect and consideration for the unique needs and values of individuals. Compiled by Gubala Getu 71 o The practitioner protects confidential information and makes full disclosure about any limitations to guarantee full confidentiality. o The practitioner does not invite, accept or offer gifts, monetary incentives, or other considerations that affect or reasonably give an appearance of affecting his or her professional judgment. Compiled by Gubala Getu 72  LIFELONG PROFESSIONAL DEVELOPMENT o The Center for Professional Development in the Academy office offers & coordinates activities designed to support all food & nutrition professionals in continual building of their knowledge &skills. o The activities include multidisciplinary topics, enhanced technology skills, and programming. Compiled by Gubala Getu 73  Examples are o The annual Food and Nutrition Conference & Exposition (FNCE); o Training programs for specialty certification & conferences & events including sessions at FNCE conducted by dietetic practice groups. o Build distance-learning opportunities are also offered through teleseminars & webinars. o In addition, group and individual self-study is available. Compiled by Gubala Getu 74  Delivery of Learning o Food and nutrition professionals use a variety of methods to continually build professional skills. o The range of learning opportunities is greater than ever considering the many advancements in technology that allow individual study a well as group learning and interaction. Compiled by Gubala Getu 75  For example, o Teleconferencing today replaces many former face-to-face meetings, thus saving travel and related costs. o Networking through social network sites is another way dietetic professionals connect with and learn from others with similar interests and concerns. o Online video and streaming video are effective ways of communicating nutrition messages. Compiled by Gubala Getu 76 o Switt offers suggestions for creating and managing a website by offering unique, original content; registering with search engines, and developing a newsletter. Compiled by Gubala Getu 77  Self-direction in learning is the ability to engage in educational activities without external reinforcement. Individuals who do so typify some or all of the following characteristics: o Willingness to change o Ability to identify weaknesses or shortcomings Compiled by Gubala Getu 78  o Ability to capitalize on strengths o Ability to learn from constructive criticism o Willingness to participate in all forms of learning o Willingness to try new techniques for learning o Willingness to invest time and money in learning Compiled by Gubala Getu 79 o Willingness to find a mentor or become one o Volunteering in organizations and groups o Sharing learning by applying concepts with others o Providing feedback to instructors, mentors and supervisors o Assuming personal responsibility for learning o Allowing the possibility of new careers and experiences Compiled by Gubala Getu 80 Dietetics process and professional reasoning Text book: Nutrition AND Dietetics Practice and Future Trends by Esther A. Winterfeldt, Margaret L. Bogle, and Lea L. Ebro Page: 51- Compiled by Gubala Getu 81  Lesson objective After the completion of this lesson students be able to Understand the importance of credentialing for practice. Become familiar with the Commission on Dietetic Registration and how it functions. Know the academic and test requirements for becoming credentialed Become familiar with the certification and recertification process and the portfolio requirements. Compiled by Gubala Getu 82  Become aware of the requirements for specialization in dietetics. Know the legal requirements pertaining to certification of dietitians and nutritionists. Compiled by Gubala Getu 83 ✓ The term dietitian is one that evolved over time. ✓ Early practitioners were called dietologists, dietists, & dietotherapists ✓ A dietitian was described as “a person who specializes in the knowledge of food and can meet the demands of the medical profession for diet therapy.” ✓ Today the Academy defines a dietitian: “A dietitian is a person who is trained in the science of nutrition and dietetics.” Compiled by Gubala Getu 84 ✓ In 1929, a study of national registration was initiated, and the following definition of a dietitian was adopted: o “Any person who is qualified for membership in The American Dietetic Association is by virtue of uniform basic training and required experience, entitled to be designated as a dietitian.” Compiled by Gubala Getu 85  DEVELOPMENT OF CREDENTIALING ✓ The title for those ADA members who chose to become certified was registered dietitian (RD). ✓ The professional registration system adopted by the association differed significantly from other health professional certification systems at that time in that candidates had to pass a national examination, and RDs had to document evidence of continuing education in each 5-year period to renew registration. Compiled by Gubala Getu 86  COMMISSION ON DIETETIC REGISTRATION ✓ The mission of the Commission on Dietetic Registration (CDR), as the credentialing agency and organization unit of the Academy of Nutrition and Dietetics, is to administer rigorous, valid, and reliable credentialing processes to protect the public and meet the needs of CDR’s credentialed practitioners, employers, and consumers. Compiled by Gubala Getu 87 ✓ The Commission’s RDN, RD, NDTR, and DTR certification programs are fully accredited by the National Commission for Certifying Agencies (NCCA) Compiled by Gubala Getu 88 ✓ CDR is administratively autonomous credentialing agency for Academy o Develops, revises, and administers the examination for registration; o Sets the standards for certification and recertification; o Establishes the Code of Ethics for the Profession of Dietetics jointly with the Academy; and o Issues credentials to individuals who meet these standards for competency to practice in the dietetics profession. Compiled by Gubala Getu 89  REGISTERED DIETITIAN NUTRITIONIST o CDR establishes the requirements for eligibility to take the entry-level examination for dietitians. Requirements include ✓ Academic preparation, ✓ Supervised practice, and ✓ Confirmation of academic and practice requirements by online verification. Compiled by Gubala Getu 90  o The examination is administered online and individual applicants can schedule a time to take it throughout the year. o Examination is also available in other countries from organizations with which the Academy has reciprocity. Currently those are ✓ Dietitians of Canada, ✓ The Dutch Association of Dietitians, ✓ The Philippine Professional Regulation Commission, and ✓ The Irish Nutrition and Dietetic Institute. Compiled by Gubala Getu 91  o Traditionally the academic eligibility requirements to take the registered dietitian nutritionist (RDN/RD) examination was ✓ Completion of a baccalaureate degree from a U.S. ✓ Regionally accredited college or university or ✓ Foreign equivalent. Compiled by Gubala Getu 92 o The Council on Future Practice Visioning Report of 2012 recommended changing the requirement from a baccalaureate degree to a minimum of a graduate degree. o That formed the basis for CDR to change the entry-level education requirements for dietitians beginning January 1, 2024, from a baccalaureate degree to a minimum of a graduate degree. Compiled by Gubala Getu 93 o After passing the examination and being credentialed by CDR, registered dietitians (RD and RDN) are required to comply with CDR recertification requirements, ✓ The “Code of Ethics for the Profession of Dietetics,” ✓ The “Scope of Practice for the Registered Dietitian,” and ✓ The “Revised 2012 Standards of Practice in Nutrition Care and Standards of Professional Performance for Registered Dietitians.” Compiled by Gubala Getu 94  DIETETIC TECHNICIAN, REGISTERED OR NUTRITION AND DIETETICS TECHNICIAN, REGISTERED o CDR establishes the eligibility requirements for dietetic technicians. Currently the requirement is ✓ Completion of an Associate degree granted by a regionally accredited college or university with the Accreditation Council for Education in Nutrition and Dietetics (ACEND) accredited Dietetic Technician Program. Compiled by Gubala Getu 95 o The DTR/ NDTR works under the supervision of an RD/RDN via established protocols to implement the nutrition care process based on state regulations ✓ The “Scope of Dietetic Practice for the Dietetic Technician, Registered” Compiled by Gubala Getu 96 o After passing the registration examination for dietetic technicians and being credentialed by the CDR, DTRs/NDTRs are required to comply with CDR recertification requirements, ✓ The “Code of Ethics for the Profession of Dietetics,” ✓ “Scope of Practice for the Dietetic Technician, Registered and the Revised 2012 Standards of Practice in Nutrition Care and Standards of Professional Performance for Dietetic Technicians, Registered.” Compiled by Gubala Getu 97  SPECIALIST CERTIFICATION o The Academy defines a specialist as a practitioner who demonstrates additional knowledge, skills, and experience in a focus area of dietetics practice by the attainment of a credential. o New criteria were established for the specialist, which include ✓ Education and experience requirements as well as ✓ The successful completion of the CDR examination in the focus area. Compiled by Gubala Getu 98 o Specialists are currently credentialed in the following areas: ✓ Gerontological Nutrition ✓ Sports Dietetics ✓ Pediatric Nutrition ✓ Renal Nutrition ✓ Oncology Nutrition Compiled by Gubala Getu 99