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Supervised Experiential Learning (SEL)
The plan of study progresses through didactic coursework as well as SEL experiences. Students will progress from lab-based SEL experiences to āreal worldā practicums in professional work settings under the supervision of qualified preceptors. Performance indicators utilized to assess competencies will be assessed over time with continuous feedback and a pedagogical approach that builds on student knowledge (knows) with progression to student performance (shows) and action (does). The total number of planned SEL is approximately 1,000 hours minimum. Approximately 120 hours of SEL is from didactic experiences associated with coursework (i.e. case studies, role playing and simulation). The remaining 880 hours is from SEL in professional work settings on and off campus.
Supervised Experiential Learning (SEL) experiences are categorized as Level 1, Level 2 and Level 3 and majority of SEL will provide students with practice (shows) and demonstration (does) of competencies in professional work settings on and off campus. The program consists of 7 semesters. The progression of SEL level by semester is outlined below.
- Level 1: Semesterās 1 and 2 (primarily didactic settings)
- Level 2: Semesterās 3 and 4 SEL (professional work settings ~2 days/week)
- Level 3: Semester 5,6,7 SEL (professional work settings ~3-4 days/week)
A competency rating scale will be utilized for assessment of entry-level competence.
1 =Unskilled, Dependent
- significantly lacking knowledge/skills
- unable or unwilling to complete work
- constantly requires guidance from faculty/preceptor (>75% of the time)
2 = Novice, Assisted
- knowledge base, skills need significant development
- inconsistently completes work accurately, appropriately, and efficiently (<50% of the time)
- frequently requires guidance from preceptor (50% of the time)
3 = Beginner, Supervised
- basic and developing knowledge and skills
- frequently completes work accurately, appropriately, and efficiently (75% of the time)
- occasionally requires guidance from preceptor (25% of the time)
- able to complete routine tasks
4 = Entry-level Independent
- detailed and sound knowledge and skills
- consistently completes work accurately, appropriately, and efficiently (>90% of the time)
- rarely requires guidance from preceptor (<10% of the time)
- able to handle non-routine problems and situations
5 = Advanced, Total Mastery
- highly developed knowledge and skills (total mastery)
- reliably completes work accurately, appropriately, and efficiently (>95% of the time)
- able to coach or teach others on the competency
- requires no guidance or oversight from preceptor
- recognized to provide guidance to others
During Levels 1 and 2 SEL, students will be expected to practice at a beginner level (rating of 3) or better in all assessed competencies for these levels.
During Level 3 SEL, students will be demonstrating ādoesā for performance indicators in professional work settings. By the end of Level 3 SEL, the student will be expected to practice at entry-level (rating of 4) or better in all assessed competencies.
Multiple formative assessment methods will be utilized throughout the SEL experiences for all levels (i.e. self-assessment and reflective practice, problem based learning case studies, and mid-point performance evaluations). The formative assessments will be utilized as a primary communication tool for performance indicators requiring improvement, prior to the summative assessment of competencies.
Upon entry into the program, students will receive an orientation to the program which will include a detailed overview of competency assessment and the process required to track demonstration of performance indicators/competencies and the target threshold for each. Formative (direct observation, mid-point rotation performance evaluations) and summative assessment methods (exams, project evaluations, end-point rotation performance evaluations) will be utilized to assess competencies. Several different types of summative assessments will be utilized, and student must meet the established threshold for competency completion for EACH of the assessments. In other words, if student successfully meets the threshold for a particular summative assessment for one of three assessments for a particular competency but does not meet the threshold for the other two assessments; then the student has not met the competency and will be advised of a remediation plan. If a student does not meet a competency with the initial set of learning activities determined, that student will be advised of a remediation plan and an opportunity to ārevise, re-doā work. Student will be provided with the opportunity to remediate competency at a maximum of 2 different attempts. If student fails to successfully meet the competency after 2 different attempts, the program director will advise student of potential withdrawal from program, according to policy as outlined in the program handbook.
Students select preferences and Program Director determines group placement. Student groups will consist of 4 to 5 members each. Groups will be categorized as follows:
- Group A members designated as A1, A2, A3, A4, A5
- Group B members designated as B1, B2, B3, B4, B5
- Group C members designated as C1, C2, C3, C4, C5
- Group D members designated as D1, D2, D3, D4, D5
Regional placement during semesters 5, 6 and 7:
- Sioux Falls (A1, A2, A3, B1, B2, B3, C1, C2, C3, D1, D2, D3)
- Mitchell (A4, B4)
- Yankton (A5)
- Watertown (B5)
- Brookings (C4)
- Sturgis Some Rapid City (C5)
- Rapid City (D4, D5)
Group type cannot be changed unless specific circumstances warrant change. Students will provide preference for Group designation and group number in semester 2, prior to the NUTR 695 practicum experiences that start in the 3rd semester of the program. Their preference will be considered when determining their scheduling assignments.
Once students are assigned a particular group and number, they will maintain this throughout the program. In other words, if the student is in C1 group during SEL Level 1 (semesters 1 and 2), they will also be scheduled for the site rotations indicated as C1 during SEL Level 2 (semesters 3 and 4) and as C1 in the regional site schedule for SEL Level 3 (semesters 5, 6 and 7).
Students will spend 3 days per week on campus, engaged in coursework and 2 days per week for a total of 12 weeks per semester at professional work settings engaged in NUTR 695 Practicum experiences during semesterās 3 and 4 of the Nutrition and Dietetics (M.S.) program.
Beginning with semester 5 and ending with semester 7 of the Nutrition and Dietetics (M.S.) program, students will be placed in a region of SD to engage in Level 3 SEL at various professional work settings 3-4 days per week.
During semesters 5-7, all remaining didactic course requirements will be online. Students are responsible for making their own travel arrangements during SEL at various sites. Carpooling with other group members is highly encouraged. Lodging and mileage reimbursement is only available during Level 3 SEL if the student is scheduled to travel to a site greater than 60 miles from their assigned region. Meals are not reimbursed.
NUTR 695 Semester 3
| Group | Focus Area | Timeframe | Site |
|---|---|---|---|
| A | Medical Nutrition Therapy | 4 weeks in Sept. and the first 2 weeks in Oct. | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| A | Community and Leadership Experiences | Last 2 weeks in Oct. and 4 weeks in November | Campus and Community Sites in the Brookings Area |
| B | Medical Nutrition Therapy | 4 weeks in Sept. and the first 2 weeks in Oct. | Sanford USD Medical Center in Sioux Falls, SD |
| B | Community and Leadership Experiences | Last 2 weeks in Oct. and 4 weeks in November | Campus and Community Sites in the Brookings Area |
| C | Community and Leadership Experiences | 4 weeks in Sept. and the first 2 weeks in Oct. | Campus and Community Sites in the Brookings Area |
| C | Medical Nutrition Therapy | Last 2 weeks in Oct. and 4 weeks in November | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| D | Community and Leadership Experiences | 4 weeks in Sept. and the first 2 weeks in Oct. | Campus and Community Sites in the Brookings Area |
| D | Medical Nutrition Therapy | Last 2 weeks in Oct. and 4 weeks in November | Sanford USD Medical Center in Sioux Falls, SD |
NUTR 695 Semester 4
| Group | Focus Area | Timeframe | Site |
|---|---|---|---|
| A | Medical Nutrition Therapy | 4 weeks in February and the first 2 weeks in March | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| A | Community and Leadership Experiences | Last 3 weeks in March and the first 3 weeks in April | Campus and Community Sites in the Brookings Area |
| B | Medical Nutrition Therapy | 4 weeks in February and the first 2 weeks in March | Sanford USD Medical Center in Sioux Falls, SD |
| B | Community and Leadership Experiences | Last 3 weeks in March and the first 3 weeks in April | Campus and Community Sites in the Brookings Area |
| C | Community and Leadership Experiences | 4 weeks in February and the first 2 weeks in March | Campus and Community Sites in the Brookings Area |
| C | Medical Nutrition Therapy | Last 3 weeks in March and the first 3 weeks in April | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| D | Community and Leadership Experiences | 4 weeks in February and the first 2 weeks in March | Campus and Community Sites in the Brookings Area |
| D | Medical Nutrition Therapy | Last 3 weeks in March and the first 3 weeks in April | Sanford USD Medical Center in Sioux Falls, SD |
Students complete ~280 hours of SEL in professional work settings over the course of semesters 3 and 4.
| Group Members | Region |
|---|---|
| A1, A2, A3, B1, B2, B3, C1, C2, C3, D1, D2, D3 | Sioux Falls and Surrounding Area |
| A4, B4 | Mitchell |
| A5 | Yankton |
| B5 | Watertown |
| C4 | Brookings |
| C5 | Sturgis and Some Rapid City |
| D4, D5 | Rapid City |
Each Regional Level 3 SEL rotation will aim to provide the following types of experiences:
- 30 weeks total opportunity at sites for meeting competencies.
- Approximately 24-32 hours/week. Adjustments to hours determined between preceptor/student.
- Clinical settings (~11 weeks), Foodservice Management/Institutional settings (~7 weeks), School settings (~5 weeks), WIC (~2 weeks), Indian health Service (~1 week), SDSU Extension (~1-2 weeks), Sports Nutrition/Wellness (~1-2 weeks)
- Students require a cumulative minimum of 600 hours to meet expectations for NUTR 794 internship credits, regardless of whether student has already met competencies. If at least an average of 24 hours/week has been met at a site and student has successfully met competencies, the student may end rotation at site with preceptor and Program Director approval, but the student may not start next rotation until the scheduled timeframe.
- No more than 3 weeks between site rotations for each student.
- Site rotation assignments are spread out over semesters 5, 6 and 7 to accommodate 20 students and not overburden sites with "back-to-back" student rotations as much as possible, considering total site availability.
- No rotations scheduled December thru mid-January to accommodate semester break for students but also as a site accommodation. Sites generally are busier during the holiday season and accommodate staff leave time which makes it challenging to also accommodate students.
- Gaps in site scheduled rotations will be utilized for alternative practice experiences to strengthen competency areas, make up any hours and or competencies if applicable and to complete didactic coursework, projects and RDN exam preparation.
- Prepare for and participate in all SEL activities and assignments.
- Take responsibility as a self-learner and self-direct learning to meet requirements, expectations and objectives.
- Communicate regularly with preceptors and program staff regarding expectations, challenges, progress, and questions.
- Adhere to Scope/Standards of Practice for the Profession of Nutrition and Dietetics. Adhere to the Code of Ethics for the Profession of Dietetics to reflect the values and ethical principles guiding the dietetics profession.
- Demonstrate strong communication, professional, organizational, and critical thinking professional traits.
- Be respectful of preceptors' willingness to serve as preceptors and that their full-time commitment and priority is providing client care.