Factors affecting a student's choice of dietetics as a profession.

In order to design more effective recruitment strategies, 419 junior students in 38 coordinated dietetics programs completed self-administered questionnaires to identify factors that attracted them to the profession. The majority (43.9%) first became interested in a dietetics career while in college; 24.9% became interested before or during secondary school; and 17.7% were making a career change. Factors that most frequently led to a career in dietetics were a course in nutrition (32.9%), a friend or relative other than parent (31.0%), and a dietitian (30.3%). Students rated the opportunity to help others (95.2%) and the relationship of nutrition to health (94.0%) as characteristics of the profession that had a highly positive influence on their decision. Interests in health, disease, and health care (70.5%); teaching and health promotion (42.7%); sports and fitness (40.7%); counseling and behavior change (35.6%); and food and cooking (35.4%) were most frequently cited as influencing the choice of a dietetics career. Students were most interested in practicing dietetics as a consultant or in private practice (37.5%) or as a clinical dietitian (34.8%). New and innovative recruitment strategies should target high school and college students and pay special attention to second-career students. Interests such as health, disease, and health care and health promotion and characteristics of the profession such as the opportunity to help others attracted present dietetics students and should be emphasized in recruiting. The best marketing tools may be the practicing dietitian and a course in nutrition.

Monitoring accountability of a clinical nutrition service.

The first step in the effort to establish a stronger link between nutrition care intervention and health status is to identify actual services provided. This study examined the accountability of a clinical dietetic staff by using an explicit procedure that made it possible for performance to be measured. Data were gathered at an urban teaching hospital to determine the nutrition care provided as compared with stated standards. Using the Policy and Procedure Manual as the written standard, the authors analyzed data from medical record audit, time utilization studies, staff interviews, and monthly reports. The level of accountability was very high, with less than 1 discrepancy in 10, for all the data collected. The dietetic staff members at the hospital verified the attainment of established standards by clearly and specifically documenting their services. It would appear that a decision about priorities and responsibilities had been made that was well supported by staff and institution. The establishment of a nutrition care team, in which clinical dietitians assumed a supervisory role that promoted and supported delegation to dietetic technicians and dietetic assistants, also contributed to good performance.

Teaching dietetic students in the clinical setting.

On the basis of requests from dietitians who function as student preceptors, faculty members for a coordinated undergraduate program developed guidelines for their inservice training. It was anticipated that the dietitian as a clinical instructor would need to be able to establish, clarify, and guide the student in achieving goals; aid the student's learning process by helping him/her recall information and knowledge from previous course work; direct the student's attention to focus on priorities; identify factors that will contribute to effective communication skills; provide opportunities for the student to apply knowledge and practice dietetics; identify motivational possibilities; use evaluation feedback to help students improve their clinical practice; and assist the student in facilitating the transfer of knowledge and skills to new problems and situations.