Dietetics:CommunicationCollaboration/Managing Change in Year 5 2019

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Relevance of topic to dietetics student learning

Linking to ICDEP

1.04: Practice within limits of individual level of professional knowledge and skills.

  • 1.04 c: Recognize situations which are beyond personal capacity.
  • 1.04 d: Address situations beyond personal capacity by consultation, referral, or further learning.

1.08: Manage time and workload effectively

  • 1.08 a: Demonstrate knowledge of principles for managing time and workload.
  • 1.08 b: Prioritize professional activities and meet deadlines.

To a lesser extent:

  • 1. 05a: Demonstrate knowledge of principles of self-assessment and learning plan development.
  • 2. 04n: Seek, respond to and provide feedback.

Summary of key principles

Time Management

  • General Overview of Workday
    • Outpatient
      • Review patient list the day before, prep questions
      • Charting in between patients
      • Depends on patient availability
    • Inpatient
      • Review patient list beforehand
      • Printout all the patients that you need to see, and prioritize
      • Have a lot of control over who and when you see patients, and when you do your charting (can be more structured to you)
    • Management
      • Mostly working individually, heavy on meetings
      • Project based
      • A lot more flexibility
    • Research
      • A lot of structure and resources to help with the whole project
      • Set action plans and deadlines with group
      • Use checklists, flowcharts to keep project on track
      • First few months can be heavy due to ethics approval and proposal
      • After ethics submission most waiting until phase two of carrying out research commences
  • Work Hours & Balance
    • Hours ranging from 7.5-12 hours
      • Set boundaries with preceptor at the start of each rotation
      • Most have been consistent 8 hour days
    • Balance depends greatly on type of rotation and individual and what you choose to prioritize
      • Have time to work 3-6 hours a week if you choose to maintain a job outside of practicum
    • Ample time for research and many Year 5s have expressed that although the learning curve is steep the workload is less than a full course load at school

Strategies for Adapting

  • Keep a notebook!
    • Do record: Anything that you want quick access to, questions, names of people you meet
    • Don’t record: patient’s names
    • Study & digitize
  • Nutrition: Meal prep, snacks, coffee (if needed)
  • Ask for consistent feedback: to help you learn and give you confidence
  • Utilize the resources available to you: ask questions, remain transparent about your experience
  • Focus on the good!
    • There are many skills that you will gain from a module; even if you don’t enjoy the main focus, think about all the other skills that you are enhancing!

Burnout

  • A type of work-related stress; a state of physical or emotional exhaustion that also involves a sense of reduced accomplishment and loss of personal identity.
  • Very common in all health-related professions, even dietetics!
  • Signs & Symptoms:
    • Cynical/critical attitude
    • Lack of motivation and energy to be productive
    • Irritable/impatient
    • Difficulties concentrating
    • Feeling unsatisfied with achievements/job
    • Using food, drugs or alcohol to feel better or simply not feel
    • Changes in sleep habits
    • Unexplained headaches, stomach or bowel problems, or other physical complaints
  • Possible Causes:
    • Lack of control
    • Unclear job expectations
    • Workplace dynamics
    • Lack of respect
    • Power differences
    • Extremes of activity (too monotonous or chaotic)
    • Lack of social support
    • Work-life imbalance
    • Job dissatisfaction
    • Client load
    • Personal characteristics (ex: needing approval, perfectionism, having difficulty asking for help and feeling very responsible for clients)
  • Tips:
    • Evaluate options relevant to the cause of your burnout, such as:
      • Role clarification
      • Making time for self-care
      • Recognizing your achievements
    • Seek support from family, friends, professionals and other Year 5s
    • Try a relaxing activity (ex: mindfulness, meditation, yoga, exercise)
    • Get enough sleep

Practices to Have

  • Bullet points if helpful
    • Add an asterisk for a sub-point
      • Add an asterisk for a sub-point
  • Bullet points if helpful

Dress Code

  • Casual work wear
    • Brands like Uniqlo and H&M have been recommended but get what works with you
  • Common sense
    • Dress like how you would want a health care professional to dress for your own care
  • Buy as needed
    • Cold? Buy thicker. Hot? Buy thinner.
    • Better to buy at where you are placed than buying first as it is a risk
  • No
    • Jeans
    • Sandal
    • Be wary of low tops and tight dresses
  • Comfortable
    • Wear something you feel good in as it is a whole days of work!
  • Sparks Joy
    • As long as it makes you happy and it has a sense of professionalism, you are good!
  • Refer to digital medial learning resource #1

Financials

  • Understand your costs
    • Education (tuition, student fees, program fee)
    • Cost of living (living expenses, groceries, utilities, personal expenses)
  • Know the types of financial support
    • Government student loans & grants
    • Bursaries
    • Scholarships
  • Know your resources
  • Start planning
    • Meet application deadlines
    • Use resource sheets on UBC Financial Planning website
    • Apply for financial support

Digital media learning resource #1: Dress Code

This is interactive Powerpoint showcases the tips and ideas gathered from Year 5 students and current RDs in an interactive layout. Please press 'present' and enjoy!

Link: https://ln.sync.com/dl/381bb1190/hbe897zn-qihq3mfp-p6xg2svj-sb96ambt

Digital media learning resource #2: Financial Aid

The infographic below highlights steps, tips, and resources for students that require financial support throughout year 5. Keep in mind that there are many additional resources that are available, and students must evaluate their current situation and use the information on this infographic to refer to as needed.

Link: File:FNH 480 Financial Infographic.pdf

Online resources for further learning

  • Gingras, J., de Jonge, L., & Purdy, N. (2010). Prevalence of dietitian burnout. Journal of Human Nutrition and Dietetics, 23(3), 238-243. doi:10.1111/j.1365-277X.2010.01062.x
  • UBC Financial Planning

Student authors

Natasha Schwab, Caroline Kaufman, Ivy Wong, Yee Jin Low, Sylvia Wei, Yi Min Ng

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