Abstract
Awareness of the social determinants of health has been increasing in recent years. These include equitable access to health care and foods that support healthy eating patterns. A wide range of issues related to these determinants influence practice in the public health and community nutrition field. In response to these evolving needs, the Public Health and Community Nutrition Dietetic Practice Group, with guidance from the Academy of Nutrition and Dietetics Quality Management Committee, has developed Standards of Practice and Standards of Professional Performance as a tool for Registered Dietitian Nutritionist (RDNs) currently in practice or interested in working in public health and community nutrition, to assess their current skill levels and to identify areas for professional development. The Standards of Practice address the four steps of the Nutrition Care Process for community and public health RDNs: assessment, diagnosis, intervention, and evaluation/monitoring. The Standards of Professional Performance consists of six domains of professional performance for community and public health RDNs: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. Within each standard, specific indicators provide measurable action statements that illustrate the ways in which RDNs can address population nutrition and health. The indicators describe three skill levels (Competent, Proficient, and Expert) for RDNs. These tools highlight the unique scope of expertise that RDNs provide to the field of public health and community nutrition.
Editor's note: Figures 4 and 5 that accompany this article are available online at www.jandonline.org.
The Public Health and Community Nutrition Dietetic Practice Group (PHCN DPG) of the Academy of Nutrition and Dietetics (Academy), under the guidance of the Academy Quality Management Committee, has revised the Standards of Practice (SOP) and Standards of Professional Performance (SOPP) for Registered Dietitian Nutritionists (RDNs) in Public Health and Community Nutrition originally published in 2015.
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The revised document, Academy of Nutrition and Dietetics: Revised 2022 Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (Competent, Proficient, and Expert) in Public Health and Community Nutrition, reflects advances in practice during the past 7 years and replace the 2015 Standards. This document builds on the Academy of Nutrition and Dietetics: Revised 2017 SOP in Nutrition Care and SOPP for Registered Dietitian Nutritionists.- Bruening M.
- Udarbe A.
- Yates Jimenez E.
- et al.
Academy of Nutrition and Dietetics: Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists (Competent, Proficient, and Expert) in Public Health and Community Nutrition.
J Acad Nutr Diet. 2015; 115: 1699-1709.e39
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The Academy/Commission on Dietetic Registration (CDR) Code of Ethics for the Nutrition and Dietetics Profession,3
along with the Academy of Nutrition and Dietetics: Revised 2017 Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists2018 Code of Ethics for the Nutrition and Dietetics Profession. Academy of Nutrition and Dietetics (Academy)/Commission on Dietetic Registration (CDR).
https://www.eatrightpro.org/practice/code-of-ethics/what-is-the-code-of-ethics
Date accessed: March 29, 2022
2
and Revised 2017 Scope of Practice for the Registered Dietitian Nutritionist,4
guide the practice and performance of RDNs in all settings.All registered dietitians are nutritionists—but not all nutritionists are registered dietitians. The Academy’s Board of Directors and Commission on Dietetic Registration have determined that those who hold the credential Registered Dietitian may optionally use “Registered Dietitian Nutritionist” (RDN). The 2credentials have identical meanings. In this document, the authors have chosen to use the term RDN to refer to both registered dietitians and registered dietitian nutritionists.
Approved March 2022 by the Quality Management Committee of the Academy of Nutrition and Dietetics (Academy) and the Executive Committee of the Public Health and Community Nutrition Dietetic Practice Group of the Academy. Scheduled review date: March 2028. Questions regarding the Standards of Practice and Standards of Professional Performance for Registered Dietitian Nutritionists in Public Health and Community Nutrition may be addressed to Academy Quality Management Staff: Dana Buelsing Sowards, MS, manager, Quality Standards Operations; and Karen Hui, RDN, LDN, scope/standards of practice specialist, Quality Management at [email protected].
Overview
Nutrition and health have a close relationship. Proper nutrition is vital for growth and development. However, most people in the United States do not consume foods consistent with healthy eating patterns; specifically, ones that include a variety of fruits and vegetables, whole grains, fat-free or low-fat dairy, proteins, and oils.
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Diets that are not nutrient-dense are of particular concern among certain populations throughout the life course, especially during transitional periods.2020-2025 Dietary Guidelines for Americans Executive Summary. USDA.
https://www.dietaryguidelines.gov/sites/default/files/2020-12/DGA_2020-2025_ExecutiveSummary_English.pdf
Date accessed: January 13, 2022
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For example, the first 1,000 days are some of the most critical to promoting the long-term health of a child.7
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When reviewing mortality, five of the six leading causes of death among the American population are related to poor-quality eating patterns: coronavirus disease 2019 (COVID-19), cardiovascular disease, stroke, type 2 diabetes, and some forms of cancer.5
,2020-2025 Dietary Guidelines for Americans Executive Summary. USDA.
https://www.dietaryguidelines.gov/sites/default/files/2020-12/DGA_2020-2025_ExecutiveSummary_English.pdf
Date accessed: January 13, 2022
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Leading causes of death. National Center for Health Statistics. Centers for Disease Control and Prevention.
https://www.cdc.gov/nchs/fastats/leading-causes-of-death.htm
Date accessed: March 29, 2022
“Community nutrition encompasses individual and interpersonal-level interventions that create changes in knowledge, attitudes, behavior, and health outcomes among individuals, families, or small, targeted groups within a community setting.”
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Definition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
“Public health nutrition is the application of nutrition and public health principles to design programs, systems, policies, and environments that aims to improve or maintain the optimal health of populations and targeted groups.”
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Definition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
Social determinants of health (SDoH), which are the conditions in which people are born, live, learn, work, play, worship, and age
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continue to drive nutrition-related health disparities and chronic disease among populations and individuals. Access to food persists as an ongoing issue in the United States and abroad, with 10.5% of households facing food insecurity in the United StatesDefinition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
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and 22% of children are stunted globally.- Coleman-Jensen A.
- Rabbitt M.P.
- Gregory C.A.
- Singh A.
Household food security in the United States in 2020, ERR-298.
https://www.ers.usda.gov/webdocs/publications/102076/err-298.pdf?v=9841.5
Date accessed: March 29, 2022
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The COVID-19 pandemic highlighted the need for preventative nutrition that promotes population health.
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Public health models incorporating policy, systems, and environment initiatives that address SDoH allow RDNs to have a greater influence on the root causes of nutrition inequities. SDoH, which include but are not limited to racism, sexism, homophobia, ethnic discrimination, religious discrimination, socioeconomic, or other identity issues have intersecting and additive effects. This can influence food and nutrition security along with dietary intake, which are the cornerstones to the practice of PHCN RDNs. In understanding SDoH for populations and individuals, it is important that everyone has the opportunity to gain full potential in their health—or health equity.10
The work to move the conversation from food security to nutrition securityDefinition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
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is one that is grounded in health equity. RDNs know that food security should not simply be about access to any food as an energy source. To promote health and well-being, populations and individuals need access to healthy, high-quality nutritious foods that are culturally accepted. By nature, PHCN RDNs work as part of interprofessional teams. To effect public health, PHCN RDNs must collaborate and cooperate to address SDoH and health equity. To influence policy and upstream interventions, RDNs must be at the table with other professionals, community partners, and community members, advocating and providing evidence for change.In promoting health equity, current best practices in PHCN call for high engagement of those from the community in their own care and services (see Figure 1
15
). Basing practice on an assets model10 Essential Public Health Services
Centers for Disease Control and Prevention.
Centers for Disease Control and Prevention.
https://www.cdc.gov/publichealthgateway/publichealthservices/essentialhealthservices.html
Date accessed: March 29, 2022
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that values the lived experiences, cultural knowledge, and preferences of the populations with whom RDNs work will result in more sustainable outcomes.17
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PHCN aims for a developmental approach in progressively increasing the extent to which community members are engaged in planning interventions within their own communities. This follows a continuum from being merely informed of these, and engaging as participants, to being empowered to fully collaborate as full partners and leaders.19
,Making the case for collaborative CHI
Centers for Disease Control and Prevention.
Centers for Disease Control and Prevention.
https://www.cdc.gov/chinav/case/index.html
Date accessed: March 29, 2022
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By providing populations and individuals with more agency over their nutritional health, better outcomes are achieved.Community Health Assessment Toolkit. AHA Community Health Improvement.
https://www.healthycommunities.org/resources/toolkit/files/community-engagement
Date accessed: March 29, 2022
Figure 1The 10 Essential Public Health Services. Used with permission from the Centers for Disease Control and Prevention (CDC). Material available on CDC website for no charge. Reference to specific commercial products, manufacturers, companies, or trademarks does not constitute its endorsement or recommendation by the US Government, Department of Health and Human Services, or Centers for Disease Control and Prevention.
Often, public health nutrition programs are centered around individuals experiencing poverty and food/nutrition insecurity. Poverty and food/nutrition insecurity are examples of traumatic experiences and additive effects of SDoH that influence well-being. Understanding how experiencing trauma, including community trauma, influences health and behaviors is critical for working in PHCN.,
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A competent practitioner reflects on the implications of individual and population trauma and integrates this understanding into his or her contributions to policy development, planning, and program leadership. A proficient practitioner is trauma-sensitive and trauma-responsive with skill development in practice and application and an expert practitioner is trauma-informed through the integration of policies, planning, and leadership commitment to the intersection of trauma science with nutrition science.Obesity course live events sessions and objectives: delivering trauma informed counseling
Commission on Dietetic Registration.
Commission on Dietetic Registration.
https://www.cdrnet.org/obesity-course-live-events-sessions-and-objectives
Date accessed: March 29, 2022
Natural disasters, global pandemics, forest fires, and climate change all exacerbate disparities in public health, influencing food systems, food supply chains, labor shortages, and general access to food.
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, 24
, 25
, 26
Globally, social and political unrest drive an influx of refugees and asylum seekers expected to increase the need for PHCN services in regions receiving these people. This includes assistance in navigating nutrition/food assistance programs and access to healthy and culturally appropriate foods. With increasing frequency of public health emergencies, there is a greater need for RDNs trained and prepared to provide nutrition-related services to vulnerable populations. For example, schools became a convening point during the COVID-19 pandemic through their implementation of the Pandemic-Supplemental Nutrition Assistance Program (P-SNAP). SNAP-eligible families and those participating in the National School Lunch Program were able to access food for the whole family in new ways. Other PHCN RDNs pivoted to provide leadership and management oversight in COVID-19 response for their state or county. RDNs, especially those trained and working in public health, are well equipped to support public health emergencies.There is a long history of PHCN on a global scale. Nutritionists work with international nongovernmental organizations, public health organizations, ministries of health, the Food and Agriculture Organization of the United Nations, as well as the World Health Organization to provide food and nutrition services across the world. There is no global designation for RDNs, but the Academy strategic plan includes having a global influence in eliminating all forms of malnutrition.
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PHCN RDNs are exceptionally qualified to support mitigation and elimination of acute and chronic malnutrition, ensuring that trauma-informed, culturally relevant, harm-reducing care is provided. PHCN RDNs work at the systems and policy levels to address global nutrition-related disease prevention.The Academy’s Strategic Plan
Academy of Nutrition and Dietetics.
Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/leadership/governance/board-of-directors/strategic-plan
Date accessed: March 29, 2022
Population health is a term that is increasing in popularity.
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Sometimes the term population health is used interchangeably with public health,29
,Public health and community
Academy of Nutrition and Dietetics.
Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/practice-resources/public-health-and-community
Date accessed: March 29, 2022
30
although there is no consensus on the term population health.31
For the purposes of this publication, the terms will be used interchangeably.RDNs in PHCN are charged with applying nutrition in supporting the health of populations (eg, gender diverse individuals,
32
refugees,33
individuals effected by climate change,34
and aging and disabled individuals35
). Among the many roles and sectors where RDNs work, community RDNs may work with families to develop healthy eating behaviors, help mothers develop breastfeeding skills, advise and create community programs and systems, and advocate on behalf of their clients and communities at the local, state, tribal, and federal levels. Public health RDNs work at systems levels to coordinate cross-sector services, including nutrition policy, programs, and environments. RDNs work collaboratively across all sectors, including health, education, government, nonprofits, and industry, to understand the complex factors that impact population and individual health and to promote health equity and disease prevention for the populations with whom they work. Work is done in a variety of interprofessional settings to provide essential public health services in the United States and globally. This includes assessment and diagnosis of population health problems, grant writing, development, management and evaluation of intervention programs, generation of policy and research, as well as administration of nutrition education, counseling, and training to populations and individuals at all stages of prevention and across all stages of the life course.About 11% of RDNs currently report that their primary practice area is community nutrition—the majority of whom work in Special Supplemental Nutrition Program for Women, Infants, and Children (WIC), but the demand for RDNs with expertise in PHCN is expected to dramatically increase in the future.
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To meet the recommended staffing ratio of one public health nutritionist per 50,000 people, there is an immediate need for a 113% increase in the workforce. RDNs who focus on prevention and wellness are able to reduce health care expenditures. Prevention is often significantly less costly than treatment on the population level.37
, 38
, 39
, 40
, 32
, 33
, 34
, 35
The demand for RDNs with unique expertise in PHCN is increasing. A 2021 mixed-methods study from the Academy indicated that whereas RDNs have the capacity in PHCN, existing dietetics education models41
need more emphasis in PHCN. This may require more undergraduate education in public health principles as well as more opportunities for experiential learning in public health. Representation from diverse practitioners who have lived experience with the populations they serve is critical for advancing nutrition health equity within PHCN.42
,43
PHCN RDNs have public health competencies
44
, Core Competencies for Public Health Professionals.
http://www.phf.org/resourcestools/pages/core_public_health_competencies.aspx
Date accessed: March 29, 2022
45
, Public Health/Community Nutrition Practice Group of the Academy of Nutrition and Dietetics
PHCNP Publications.
PHCNP Publications.
www.phcnpg.org/phcn/resources/2018-3rd-edition-the-guide
Date accessed: March 29, 2022
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and skills that complement and enhance their dietetics practice. Figures 1 and 2 describe the 10 Essential Services of Public Health and the 8 Public Health Competencies, respectively. Although these public health competencies and services do not map directly to the SOP and SOPP, there is significant overlap.47
One example is the core competency in public health of communication skills, and Standard 5 in the SOPP is Communication and Application of Knowledge. Assessment is a core competency and key service in public health, nutrition assessment is the first component of the Nutrition Care Process and Standard 1 in the SOP. In public health, it is also a core competency and key service in public health. Areas that are innate to public health, but not yet entry-level dietetics, include but are not limited to systems thinking and cultural competence.48
Whereas these competencies are incorporated into other areas in dietetics (eg, Code of Ethics), these competencies are at the forefront of practice for a public health practitioner. Similarly, health equity is at the core of public health services and is integral to every public health practice. It is a PHCN RDN’s responsibility to ensure that these factors are incorporated into their dietetics practice. Other resources related to PHCN practice are identified in Figure 3.2022 Standards and templates
Accreditation Council for Education in Nutrition and Dietetics.
Accreditation Council for Education in Nutrition and Dietetics.
https://www.eatrightpro.org/acend/accreditation-standards-fees-and-policies/2022-standards
Date accessed: March 29, 2022
Figure 2Public health competencies.
Figure 3Resources for registered dietitian nutritionists (RDNs) in public health and community nutrition (PHCN) (not all inclusive).a aThis figure is structured by the Public Health Foundation’s Eight Core Competencies in Public Health: http://www.phf.org/resourcestools/Pages/Competency_Assessments_For_Public_Health_Professionals.aspx. bCDC = Centers for Disease Control and Prevention. cNHANES = National Health and Nutrition Examination Survey. dHP = Healthy People. eAcademy of Nutrition and Dietetics. eWIC = Special Supplemental Nutrition Program for Women, Infants, and Children.
| Resource | URL | Description |
|---|---|---|
| Analytical and Assessment Skills | ||
| CDCb: NHANESc | https://www.cdc.gov/nchs/nhanes/index.htm | NHANES is a study that began in the 1960s and is designed to assess the health and nutritional status of adults and children in the United States. This website provides links to survey data and documentation, publications and products, and data analysis tutorials. |
| Community Tool Box, Center for Community Health and Development, University of Kansas | https://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/logic-model-development/main | The website provides an overview of the components and how to develop logic models. |
| National Library of Medicine: Making Sense of the Numbers: Understanding Risk and Benefits. Communicating Numerical Health Information | https://nnlm.gov/training/class-catalog/making-sense-numbers-understanding-risks-and-benefits-communicating | This webinar is designed to help participants improve communication of health information that involves numeracy. |
| Northwest Center for Public Health Practice | https://www.nwcphp.org/training/training-search?keys=&field_training_formats_tid=All&field_training_series_tid=20&field_training_competencies_tid=All | This website provides a five-part series on the basic concepts in public health data interpretation, analysis, and presentation useful in community health assessments. |
| Trust for America’s Health | https://www.tfah.org/ | This website provides federal and state public health statistics, including obesity, diabetes, breastfeeding rates, fruit/vegetable intake, and physical activity. |
| Policy Development and Program Planning Skills | ||
| Academye Evidence Analysis Library | https://www.andeal.org/ | The Evidence Analysis Library is an online resource of systematic reviews and evidence-based nutrition practice guidelines that provides recommendations and guiding statements to assist RDNs in providing evidence-based care. Each review includes a conclusion statement with a grade that indicates the quality and extent of the support evidence. |
| Academy of Nutrition and Dietetics Foundation Prioritizing Food Security Solutions | https://www.eatrightfoundation.org/why-it-matters/public-education/food-security-solutions/ | This toolkit consists of a four-step Food Security Solutions Prioritization Process that identifies the best solutions to improve food security in the community using the resources available. |
| Association of Maternal and Child Health Programs: Innovation Hub | https://www.amchpinnovation.org/ | This online platform provides tools and resources to explore, build, and share successful and effective practices. It includes a searchable repository of cutting-edge, emerging, promising, or best practices. |
| HPd 2030 Browse Evidence-Based Resources | https://health.gov/healthypeople/tools-action/browse-evidence-based-resources | This database features evidence-based resources, review articles, toolkits, expert opinions, and relevant white papers. Database information includes resource descriptions, evidence sources and strength, related HP 2030 objectives, and connected PubMed citations. |
| Maternal Child Health Evidence: Evidence Tools | https://www.mchevidence.org/tools/strategies/ | This database features resources and policies categorized according to related Maternal Child Health National Performance Measures. Database information includes resource descriptions, evidence sources and strength, appropriate audiences, expected outcomes, models, and suggested evaluation measures. |
| National Cancer Institute: Transforming Research into Community and Clinical Practice | https://rtips.cancer.gov/rtips/index.do | This website provides a database featuring evidence-based interventions to control and prevent cancer, as well as cancer-associated modifiable risk-factors. Database information includes resource descriptions, evidence strength based on external peer reviewers’ ratings, appropriate audiences and settings, associated products or materials, costs, and time demands. |
| US Department of Agriculture | https://www.fns.usda.gov/ https://snapedtoolkit.org/interventions/find/ https://www.nutrition.gov/ https://wicworks.fns.usda.gov/ | US Department of Agriculture has several websites that include fact sheets, guidance documents, policy memos, webinars, curricula for low-income populations, and related federal register documents and resources for federal nutrition assistance programs. In addition, there are tools to use in practice to help individuals make healthful eating choices. |
| Communication Skills | ||
| Building Workforce Capacity in Public Health Nutrition and Community Nutrition | https://www.eatrightstore.org/dpg-products/phcn/building-workforce-capacity-in-public-health-nutrition-and-community-nutrition | This Public Health and Community Nutrition Dietetic Practice Group webinar describes the results of a study that examined the preparedness and capacity of RDNs to work in public health and community nutrition. The webinar includes the recording of a panel discussion that addresses pragmatic ways to increase RDN interest in and ability to pursue careers and leadership positions in public health and community nutrition. |
| Association of State Public Health Nutritionists: See It. Say It. Share It. | https://www.seeitsayitshareit.org/ | This website promotes the role and value of public health nutritionists including tools, resources, and the Public Health Nutrition Hall of Fame. |
| Community Dimensions of Practice Skills | ||
| Association of State Public Health Nutritionists: Moving to the Future | https://movingtothefuture.org/ | This website offers step-by-step instructions for conducting a community assessment, writing objectives, developing a plan, and evaluating a program, including downloadable forms, surveys, worksheets, and opportunities for skill-building training programs and webinars. |
| CDC: Community Health Online Resource Center | https://wwwn.cdc.gov/chidatabase | This CDC website provides a database of environment and system change resources to decrease tobacco use and prevent obesity. Database information includes resource descriptions, appropriate audiences or settings, and related links. |
| Community Prevention Services Task Force: The Community Guide | https://www.thecommunityguide.org/ | A database featuring only evidence-based recommendations from the Community Preventive Services Task Force, an independent committee of public health experts. All recommendations are based on systematic reviews of peer-reviewed literature. Database information includes strength of evidence, economic value, intervention resources, and implementation considerations. |
| Robert Wood Johnson Foundation: What Works for Health | https://www.countyhealthrankings.org/take-action-to-improve-health/what-works-for-health | A database featuring programs and interventions to address community needs. Database information includes intervention descriptions, expected outcomes, influence on health disparities, specific intervention evidence, strength of evidence, models, and additional resources. |
| Rural Health Information Hub | https://www.ruralhealthinfo.org/project-examples | Rural Health Information Hub features toolkits compiling evidence-informed programs to improve rural health. Database information includes intervention descriptions, why interventions work, examples, implementation considerations, suggested evaluation measures, and relevant resources. |
| Public Health Science Skills | ||
| American Public Health Association | https://www.apha.org/ | The American Public Health Association champions the health of all people and communities. It provides resources on public health, policy and advocacy, and specific topics such as health equity and climate change. Resources include the American Journal of Public Health, continuing professional education, fact sheets, and reports and issue briefs. |
| CDC: Healthy Living | https://www.cdc.gov/HealthyLiving/ | This CDC website offers information on government resources and knowledge on public health topics, life stages, and specific populations. |
| CDC: National Public Health Improvement Initiative | https://www.cdc.gov/stltpublichealth/nphii/index.html | The CDC National Public Health Improvement Initiative supports health departments in accelerating public health accreditation readiness activities and implementing performance and improvement management practices. |
| Public Health Foundation: Core Competencies for Public Health Professionals | http://www.phf.org/resourcestools/pages/core_public_health_competencies.aspx | The Public Health Foundation Core Competencies for Public Health Professionals were developed by the Council on Linkages Between Academia and Public Health Practice and are a consensus set of skills for the broad practice of public health. |
| Financial Planning and Management Skills | ||
| National Association of County and City Health Officials: Public Health Finance | https://www.naccho.org/programs/public-health-infrastructure/public-health-finance | National Association of County and City Health Officials developed a website that includes an e-learning course on public health infrastructure and resources on Public Health Financial Management Competencies. |
| Public Health Emergency Management Fellowship | https://www.cdc.gov/cpr/eoc/EmergencyManagementFellowship.htm | The CDC holds a twice per year Emergency Management Fellowship that provides training, mentorship, and technical assistance for mid-career professionals who work in public health preparedness. |
| Cultural Competency Skills | ||
| CDC: Social Determinants of Health: Know What Affects Health | https://www.cdc.gov/socialdeterminants/ | This website provides CDC resources with social determinants of health data, research, tools for action, programs, and policy. It is intended to be used by people in public health, community organizations, research organizations, and health care systems to improve community well-being. |
| HP 2030: Social Determinants of Health | https://health.gov/healthypeople/objectives-and-data/social-determinants-health | HP 2030 highlights the importance of addressing social determinants of health and identifying ways to establish environments that foster good health for all. The report includes an overview, objectives, interventions and resources, and national snapshots. |
| Michigan State University, Center for Regional Food Systems: | www.canr.msu.edu/resources/structural_racism_in_us_food_system | The website provides an annotated bibliography that provides current research and outreach on structural racism in the US food system for food system practitioners, researchers, and educators. |
| World Health Organization: Social Determinants of Health | https://www.who.int/teams/social-determinants-of-health | The World Health Organization Social Determinants of Health website works to compile and disseminate evidence on how to effectively address social determinants of health, build capacity, and advocate for action. It offers facts, publications, and frequently asked questions on applicable topics. |
| W.K. Kellogg Foundation | https://www.racialequityresourceguide.org/ | This website offers guides and workshops to provide structure for having dialogue on issues of race, activities focused on helping achieve racial equity, and trainings designed to raise awareness and inspire action. |
| Leadership and Systems Thinking Skills | ||
| Academy PHCN Practice Group | https://www.phcnpg.org/ | The PHCN practice group works to empower its members to be leaders in the practice of public health and community nutrition. The Dietetic Practice Group offers resources for RDNs such as an electronic mailing list, newsletter, continuing professional education, practitioner tools and resources, patient/consumer education, and information on community/public health internships for students. Of particular interest may be the Guide for Developing and Enhancing Skills in Public Health and Community Nutrition and the accompanying webinar: https://www.phcnpg.org/phcn/resources/2018-3rd-edition-the-guide and https://www.eatrightstore.org/dpg-products/phcn/training-our-workforce-a-new-guide-for-training-public-health-and-community-nutrition-professionals. |
| Academy Public Health and Community webpage | https://www.eatrightpro.org/practice/practice-resources/public-health-and-community | This Academy webpage provides various links to resources regarding public health and community nutrition. These include links to the National Special Supplemental Nutrition Program for Women, Infants and Children (WIC) Association, USDA Food and Nutrition Service, and others. |
| Association of State Public Health Nutritionists | https://www.asphn.org/ | The Association of State Public Health Nutritionists mission is to strengthen nutrition policy, programs, and environments for all people through development of public health nutrition leaders and collective action of members nationwide. It offers training, webinars, toolkits, publications, and annual conferences. This website offers links to webinars and trainings on public health nutrition initiatives, success stories, resources, and more. |
| National WICf Association | https://www.nwica.org/ | The National WIC Association is the nonprofit education arm and advocacy voice of WIC. This member-based website provides press releases, blogs, advocacy guidance, resources, and education. |
Academy Quality and Practice Resources
Scope of practice in nutrition and dietetics is composed of statutory and individual components, includes the code(s) of ethics (eg, Academy/CDR, other national organizations, and/or employers code of ethics), and encompasses the range of roles, activities, practice guidelines, and regulations within which RDNs perform. For credentialed practitioners, scope of practice is typically established within the practice act and interpreted and controlled by the agency or board that regulates the practice of the profession in a given state.
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An RDN’s statutory scope of practice can delineate the services an RDN is authorized to perform in a state where a practice act or certification exists. For more information, see https://www.eatrightpro.org/advocacy/licensure/licensure-map.The RDN’s individual scope of practice is determined by education, training, credentialing, experience, and demonstrating and documenting competence to practice. Individual scope of practice in nutrition and dietetics has flexible boundaries to capture the breadth of the individual’s professional practice. Professional advancement beyond the core education and supervised practice to qualify for the RDN credential provides RDNs practice opportunities, such as expanded roles within an organization. Training and certification programs can support attainment of these expanded roles. Examples in PHCN include: the Certificate of Training in Public Health Nutrition from the Academy, Public Health Nutrition Certificate of Training from the Association of State Public Health Nutritionists, the International Board Certified Lactation Consultant credential, and master’s degrees in related areas such as master of public health or master’s degree in public administration, for example. The Scope of Practice Decision Algorithm (www.eatrightpro.org/scope) guides an RDN through a series of questions to determine whether a particular activity is within their scope of practice. The algorithm is designed to assist an RDN to critically evaluate their personal knowledge, skill, experience, judgment, and demonstrated competence using criteria resources.
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Scope of Practice decision algorithm
Academy of Nutrition and Dietetics.
Academy of Nutrition and Dietetics.
www.eatrightpro.org/scope
Date accessed: March 29, 2022
The Centers for Medicare and Medicaid Services (CMS), Department of Health and Human Services, Hospital
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and Critical Access HospitalState Operations Manual: Appendix A-Survey protocol, regulations and interpretive guidelines for hospitals (Rev. 200, 02-21-20); §482.12(a)(1) Medical Staff, non-physician practitioners; §482.23(c)(3)(i) Verbal Orders; §482.24(c)(2) Orders
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_a_hospitals.pdf
Date accessed: March 29, 2022
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Conditions of Participation now allow a hospital and its medical staff the option of including RDNs or other clinically qualified nutrition professionals within the category of “non-physician practitioners” eligible for ordering privileges for therapeutic diets and nutrition-related services if consistent with state law and health care regulations. RDNs in hospital settings interested in obtaining ordering privileges must review state laws (eg, licensure, certification, and title protection), if applicable, and health care regulations to determine whether there are any barriers or state-specific processes that must be addressed. For more information, review the Academy’s practice tips that outline the regulations and implementation steps for obtaining ordering privileges (http://www.eatrightpro.org/dietorders/). For assistance, refer questions to the Academy’s State Affiliate organization.State Operations Manual. Appendix W-Survey protocol, regulations and interpretive guidelines for critical access hospitals (CAHs) and swing-beds in CAHs (Rev. 200, 02-21-20); §485.635(a)(3)(vii) Dietary Services; §458.635 (d)(3) Verbal Orders; §458.635 (d)(9) Swing-Beds
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_w_cah.pdf
Date accessed: March 29, 2022
Medical staff oversight of an RDN(s) occurs in one of two ways. A hospital has the regulatory flexibility to appoint an RDN(s) to the medical staff and grant the RDN(s) specific nutrition ordering privileges, or can authorize the ordering privileges without appointment to the medical staff. To comply with regulatory requirements, an RDN’s eligibility to be considered for ordering privileges must be through the hospital’s medical staff rules, regulations, and bylaws, or other facility-specific process.
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The actual privileges granted will be based on the RDN’s knowledge, skills, experience, and specialist certification, if required, and demonstrated and documented competence.42 CFR Parts 413, 416, 440 et al. Medicare and Medicaid Programs; Regulatory provisions to promote program efficiency, transparency, and burden reduction; Part II; Final rule (FR DOC #2014-10687; pp 27106-27157)
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
http://www.gpo.gov/fdsys/pkg/FR-2014-05-12/pdf/2014-10687.pdf
Date accessed: March 29, 2022
The Long-Term Care Final Rule published October 4, 2016 in the Federal Register, now “allows the attending physician to delegate to a qualified dietitian or other clinically qualified nutrition professional the task of prescribing a resident’s diet, including a therapeutic diet, to the extent allowed by State law” and permitted by the facility’s policies.
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The qualified professional must be acting within the scope of practice as defined by state law; and is under the supervision of the physician that may include, for example, countersigning the orders written by the qualified dietitian or clinically qualified nutrition professional. RDNs who work in long-term care facilities should review the Academy’s updates on CMS that outline the regulatory changes to §483.60 Food and Nutrition Services (https://www.eatrightpro.org/practice/quality-management/national-quality-accreditation-and-regulations/centers-for-medicare-and-medicaid-services). Review the state’s long-term care regulations to identify potential barriers to implementation and identify considerations for developing the facility’s processes with the medical director and for orientation of attending physicians. The CMS State Operations Manual, Appendix PP-Guidance for Surveyors for Long-Term Care Facilities contains the revised regulatory language (new revisions are italicized and in red color).Medicare and Medicaid Programs; reform of requirements for long-term care facilities. 42 CFR Parts 405, 431, 447, 482, 483, 485, 488, and 489. Final Rule (FR DOC#2016; pp 68688-68872) – Federal Register October 4, 2016; 81(192):68688-68872; §483.30(f)(2) Physician services (pp 65-66), §483.60 Food and Nutrition Services (pp 89-94), §483.60 Food and Nutrition Services (pp 177-178)
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
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CMS periodically revises the State Operations Manual Conditions of Participation; obtain the current information at https://www.cms.gov/files/document/appendices-table-content.pdf.The Academy’s Revised 2017 SOP in Nutrition Care and SOPP for RDNs
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reflect the minimum competent level of nutrition and dietetics practice and professional performance. The core standards serve as blueprints for the development of focus area SOP and SOPP for RDNs in competent, proficient, and expert levels of practice. The SOP in Nutrition Care is composed of four standards consistent with the Nutrition Care Process and clinical workflow elements as applied to the care of patients/clients/populations in all settings.55
The SOPP consists of standards representing six domains of professional performance: Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources. The SOP and SOPP for RDNs are designed to promote the provision of safe, effective, efficient, equitable, and quality food and nutrition care and services; facilitate evidence-based practice; and serve as a professional evaluation resource.These focus area standards for RDNs in PHCN provide a guide for self-evaluation and expanding practice, a means of identifying areas for professional development, and a tool for demonstrating competence in delivering PHCN care and services. They are used by RDNs to assess their current level of practice and to determine the education and training required to maintain competency in their focus area and advancement to a higher level of practice. In addition, the standards can be used to assist RDNs with maintaining minimum competence in the focus area and by RDNs transitioning their knowledge and skills to a new focus area of practice. Like the Academy’s core Standards of Practice in Nutrition Care and Standards of Professional Performance for Registered Dietitian Nutritionists,
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the indicators (ie, measurable action statements that illustrate how each standard can be applied in practice) (see Figures 4 and 5, available at www.jandonline.org) for the SOP and SOPP for RDNs in PHCN were revised with input and consensus of content experts representing diverse practice and geographic perspectives. The SOP and SOPP for RDNs in PHCN were reviewed and approved by the Executive Committee of the PHCN DPG and the Academy Quality Management Committee.Three Levels of Practice
The Dreyfus model
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identifies levels of proficiency (novice, advanced beginner, competent, proficient, and expert) (refer to Figure 6) during the acquisition and development of knowledge and skills. The first two levels are components of the required didactic education (novice) and supervised practice experience (advanced beginner) that precede credentialing for nutrition and dietetics practitioners. Upon successfully attaining the RDN credential, a practitioner enters professional practice at the competent level and manages their professional development to achieve individual professional goals. This model is helpful in understanding the levels of practice described in the SOP and SOPP for RDNs in PHCN. In Academy focus areas, the three levels of practice are represented as Competent, Proficient, and Expert.With safety and evidence-based practice
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as guiding factors when working with patients/clients/customers/populations, a registered dietitian nutritionist (RDN) identifies the level of evidence, clearly states research limitations, provides safety information from reputable sources, and describes the risk of the intervention(s), when applicable.Definition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
The Academy offers the Evidence Analysis Library (www.andeal.org/) as a resource, which provides a synthesis of systematic reviews on a variety of nutrition and dietetics topics, including health disparities, HIV/AIDS, obesity, reproduction, and pregnancy. The RDN is responsible for searching literature and assessing the level of evidence to select the best available evidence to inform recommendations. RDNs must evaluate and understand the best available evidence to converse authoritatively with the interprofessional team and adequately involve the patient/client/customer/population in shared decision making.
Figure 6Registered Dietitian Nutritionists (RDNs) in Public Health and Community Nutrition Practice Level Delineation
| Standards of Practice (SOP) and Standards of Professional Performance (SOPP) for registered dietitian nutritionists (RDNs) (Competent, Proficient, and Expert) in public health and community nutrition (PHCN). SOPs are authoritative statements that describe practice demonstrated through nutrition assessment, nutrition diagnosis (problem identification), nutrition intervention (planning, implementation), and outcomes monitoring and evaluation (four separate standards) and the responsibilities for which RDNs are accountable. The SOP for RDNs in PHCN presuppose that the RDN uses critical thinking skills; analytical abilities; theories; best-available research findings; current accepted nutrition, dietetics, public health, and medical knowledge; and the systematic holistic approach of the nutrition care process as they relate to the application of the standards. SOPP for RDNs in PHCN are authoritative statements that describe behavior in the professional role, including activities related to Quality in Practice, Competence and Accountability, Provision of Services, Application of Research, Communication and Application of Knowledge, and Utilization and Management of Resources (six separate standards). |
| SOP and SOPP are complimentary standards and serve as evaluation resources. All indicators may not be applicable to all RDNs’ practice or to all practice settings and situations. RDNs operate within the directives of applicable federal, tribal, state, and/or local laws and regulations as well as policies and procedures established by the organization in which they are employed. To determine whether or not an activity is within the scope of practice of the RDN, the practitioner compares their knowledge, skill, experience, judgment, and demonstrated competence with the criteria necessary to perform the activity safely, ethically, legally, and appropriately. The Academy of Nutrition and Dietetics (Academy) Scope of Practice Decision Algorithm is specifically designed to assist practitioners with this process. |
| The term population/individual is used in the SOP as a universal term as these Standards relate to direct provision of nutrition care and services. Population/individual could also mean client/patient, resident, participant, consumer, community, stakeholder or any individual or group who receives public health and community nutrition care and services. Customer is used in the SOPP as a universal term. Customer could also mean client/patient, client/patient/customer, participant, consumer, or any individual, group, population, or organization to which the RDN provides services. These services are provided to individuals and population groups of all ages. The SOP and SOPP are not limited to the clinical setting. In addition, it is recognized that the family and caregiver(s) of population/individuals of all ages, including individuals with special health care needs, play critical roles in overall health and are important members of the team throughout the assessment and intervention process. The term appropriate is used in the standards to mean: Selecting from a range of best practice or evidence-based possibilities, one or more of which would give an acceptable result in the circumstances. |
| Each standard is equal in relevance and importance and includes a definition, a rationale statement, indicators, and examples of desired outcomes. A standard is a collection of specific outcome-focused statements against which a practitioner’s performance can be assessed. The rationale statement describes the intent of the standard and defines its purpose and importance in greater detail. Indicators are measurable action statements that illustrate how each specific standard can be applied in practice. Indicators serve to identify the level of performance of competent practitioners and to encourage and recognize professional growth. |
| Standard definitions, rationale statements, core indicators, and examples of outcomes found in the Academy’s Revised 2017 SOP in Nutrition Care and SOPP for RDNs have been adapted to reflect three levels of practice (Competent, Proficient, and Expert) for RDNs in PHCN. In addition, the core indicators have been expanded to reflect the unique competence expectations for the RDN working in PHCN. |
 |
Competent Practitioner
In nutrition and dietetics, a competent practitioner is an RDN who is either just starting practice after having obtained RDN registration by CDR or an experienced RDN recently transitioning their practice to a new focus area of nutrition and dietetics. A focus area of nutrition and dietetics practice is a defined area of practice that requires focused knowledge, skills, and experience that applies to all levels of practice.
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A competent practitioner who has achieved credentialing as an RDN and is starting in professional employment consistently provides safe and reliable services by employing appropriate knowledge, skills, behavior, and values in accordance with accepted standards of the profession; acquires additional on-the-job skills; and engages in tailored continuing education to further enhance knowledge, skills, and judgment obtained in formal education.Definition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
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A general practice RDN can include responsibilities across several areas of practice, including, but not limited to community/public health, clinical, consultation and business, research, education, and food and nutrition management.Definition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
A competent RDN in PHCN takes into consideration social determinants of health and policy, systems, and environments that influence a population and an individual’s nutritional status and behaviors. They use an asset-based approach to incorporate lived-experience into their practice with consideration for trauma.
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,59
An asset-based approach focuses on strengths of the community and considers diversity in thought, culture, and traits as positive assets. The competent RDN is learning how to apply and adapt the individual-centered nutrition care process to communities and populations. Examples of types of practice that competent PHCN RDNs provide include the implementation of evidence-based public health programs to populations and individuals (eg, the SNAP Education Program [SNAP-Ed] and WIC), collection of nutrition-related surveillance data (eg, Behavioral Risk Factor Surveillance System, Pregnancy Risk Assessment Monitoring System), and ongoing evaluation of services. Competent PHCN RDNs seek community input into their work, and partner with other interprofessional stakeholders to provide services, adding depth and breadth to their skills. Additional training may be obtained from the Academy’s Certificate of Training Programs that include Policy and Advocacy, Sustainable Food Systems, and Health and Wellness Coaching.60
Certificates of Training
Academy of Nutrition and Dietetics.
Academy of Nutrition and Dietetics.
https://www.eatrightstore.org/cpe-opportunities/certificates-of-training
Date accessed: March 29, 2022
Proficient Practitioner
A proficient practitioner is an RDN who is generally 3 or more years beyond credentialing and entry into the profession and consistently provides safe and reliable service, has obtained operational job performance skills, and is successful in the RDN's chosen focus area of practice. The proficient practitioner demonstrates additional knowledge, skills, judgment, and experience in a focus area of nutrition and dietetics practice. An RDN may acquire specialist credentials, when available, to demonstrate proficiency in a focus area of practice.
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Definition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
Whereas a competent PHCN RDN implements programming, a proficient PHCN RDN coordinates programming, initiatives, and partner and stakeholder engagement in the delivery of services. A proficient-level practitioner has a deeper, more nuanced understanding of the social determinants of health and how they influence those with whom they work. Building upon their experiences as competent RDNs in PHCN, proficient RDNs examine and synthesize evidence to create, adapt, and evaluate programming. Proficient PHCN RDNs may serve as conveners for interprofessional work, ensuring that the nutrition needs and access to healthy, culturally appropriate foods are considered. Typically, the proficient RDN in PHCN supplements their dietetics education with additional public health training (eg, Masters in Public Health), ensuring that the 10 Essential Services of Public Health practice are implemented in their work
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(see Figure 1).10 Essential Public Health Services
Centers for Disease Control and Prevention.
Centers for Disease Control and Prevention.
https://www.cdc.gov/publichealthgateway/publichealthservices/essentialhealthservices.html
Date accessed: March 29, 2022
Expert Practitioner
An expert practitioner is an RDN who is recognized within the profession and has mastered the highest degree of skill in, and knowledge of, nutrition and dietetics. Expert-level achievement is acquired through ongoing critical evaluation of practice and feedback from others. The individual at this level strives for additional knowledge, experience, and training. An expert has the ability to quickly identify “what” is happening and “how” to approach the situation. Experts easily use nutrition and dietetics skills to become successful through demonstrating quality practice and leadership, and to consider new opportunities that build upon nutrition and dietetics.
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An expert practitioner may have an expanded or specialist role or both, and may possess an advanced credential(s) such as the CDR Board Certified Specialist in Pediatric Nutrition or other focus area credential. Generally, the practice is more complex and the practitioner has a high degree of professional autonomy and responsibility.Definition of terms. Academy of Nutrition and Dietetics.
https://www.eatrightpro.org/practice/quality-management/definition-of-terms
Date accessed: March 29, 2022
The expert PHCN RDN leads organizations, agencies, and initiatives, advancing evidence-based practice. The expert practitioner in PHCN works with interprofessional partners and stakeholders to use systems-level approaches to strategically develop, implement, and evaluate services for populations and communities. Expert PHCN RDNs work with complex public health systems and have the experience and knowledge to understand and implement effective nutrition-related programming. Critical thinking and collaboration with community stakeholders, advocating for health equity, and applying evidence-based practice are cornerstones of practice at the expert level.
These Standards, along with the Academy/CDR Code of Ethics,
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answer the questions: Why is an RDN uniquely qualified to provide PHCN care and services? What knowledge, skills, and competencies does an RDN need to demonstrate for the provision of safe, effective, efficient, equitable, and quality PHCN care and service at the Competent, Proficient, and Expert levels?2018 Code of Ethics for the Nutrition and Dietetics Profession. Academy of Nutrition and Dietetics (Academy)/Commission on Dietetic Registration (CDR).
https://www.eatrightpro.org/practice/code-of-ethics/what-is-the-code-of-ethics
Date accessed: March 29, 2022
Academy Revised 2022 SOP AND SOPP for RDNs (Competent, Proficient, and Expert) in PHCN
An RDN can use the Academy Revised 2022 SOP and SOPP for RDNs (Competent, Proficient, and Expert) in PHCN (see Figures 4 and 5, available at www.jandonline.org, and Figure 6) to:
- •identify the competencies needed to provide PHCN care and services;
- •self-evaluate whether or notthey have the appropriate knowledge, skills, and judgment to provide safe, effective, and quality PHCN care and service for their level of practice;
- •identify the areas in which additional knowledge, skills, and experience are needed to practice at the competent, proficient, or expert level of PHCN practice;
- •provide a foundation for public and professional accountability in PHCN care and services;
- •support efforts for strategic planning, performance improvement, outcomes reporting, and assist management in the planning and communicating of PHCN services and resources;
- •enhance professional identity and skill in communicating the nature of PHCN care and services;
- •guide the development of PHCN-related education and continuing education programs, job descriptions, practice guidelines, protocols, theoretical models, competence evaluation tools, and career pathways; and
- •assist educators and preceptors in teaching students and interns the knowledge, skills, and competencies needed to work in PHCN, and the understanding of the full scope of this focus area of practice.
Application to Practice
All RDNs, even those with significant experience in other practice areas, must begin at the competent level when practicing in a new setting or new focus area of practice. At the competent level, an RDN in PHCN is learning the principles that underpin this focus area and is developing knowledge, skills, judgment, and gaining experience for safe and effective PHCN practice. This RDN, who may be new to the profession or may be an experienced RDN, has a breadth of knowledge in nutrition and dietetics and may have proficient or expert knowledge/practice in another focus area. However, an RDN new to the focus area of PHCN must accept the challenge of becoming familiar with the body of knowledge, practice guidelines, and available resources to support and ensure quality PHCN-related nutrition and dietetics practice. Competent RDNs assist in the implementation of federal and state public health nutrition programming, including at the individual level. Often, competent practitioners start in community nutrition, commonly as WIC RDNs
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because they can be relatively new to some aspects of public health practice. In their work, these RDNs begin to see the connection between individual counseling/motivational interviewing and SDOH. They observe the connection between the inability to follow nutrition recommendations and lack of access. This can be access to food, storage, or cooking appliances. Competent RDNs see the influence that social determinants of health such as transportation, low-paying wages, and systemic racism influence families’ ability to make healthy choices at a population level. They work to provide services within the real context where families and communities live.At the proficient level, an RDN has developed a more in-depth understanding of PHCN practice, and is more skilled at adapting and applying evidence-based guidelines, and best practices than at the competent level. A proficient RDN may lead program development, coordinate services, and conduct needs assessments with community stakeholders and a variety of professions. For example, a proficient RDN may oversee the implementation of the Double Up Food Bucks program, or produce prescription program
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at a local farmers market, coordinating with farmers’ market managers, producers, and state agencies. This RDN is able to modify practice according to unique situations (eg, providing culturally appropriate food and assisting in enrollment in food assistance programs to refugees and internationally displaced persons). An RDN at the proficient level may possess a specialist credential(s) and/or advanced degrees such as a Master of Public Health. Future efforts could focus on consideration of a specialization credential for RDNs in PHCN given the complexity of this area of practice.Gus Schumacher Nutrition Incentive Program
National Institute of Food and Agriculture USDA.
National Institute of Food and Agriculture USDA.
https://nifa.usda.gov/program/gus-schumacher-nutrition-incentive-grant-program
Date accessed: March 29, 2022
At the expert level, an RDN thinks critically about PHCN, demonstrates a more intuitive understanding of the practice area, displays a range of highly developed clinical and technical skills, and formulates judgments acquired through a combination of education, experience, and critical thinking. Essentially, practice at the expert level requires the application of composite nutrition and dietetics knowledge, with practitioners drawing not only on their practice experience, but also on the experience of the PHCN RDNs in various disciplines and practice settings. Expert RDNs, with their extensive experience and ability to see the significance and meaning of PHCN within a contextual whole, are fluid and flexible, and have considerable autonomy in practice. They not only develop and implement PHCN services, but they also manage, drive, and direct clinical care; conduct and collaborate in research and advocacy; accept organization leadership roles; engage in scholarly work; guide interprofessional teams; and lead the advancement of PHCN practice.
Indicators for the SOP and SOPP for RDNs in PHCN are measurable action statements that illustrate how each standard can be applied in practice (Figures 4 and 5, available at www.jandonline.org). Within the SOP and SOPP for RDNs in PHCN, an X in the competent column indicates that an RDN who is caring for populations/individuals is expected to complete this activity and/or seek assistance to learn how to perform at the level of the standard. A competent RDN in PHCN could be an RDN starting practice after registration or an experienced RDN who has recently assumed responsibility to provide PHCN care for populations/individuals. Population is a broad term that can include community-based groups (eg, neighborhood), regional or state groups, national or international groups. In public health, working with subpopulations is common by stage in the life course (eg, children or seniors), disease state/risk (eg, those at risk or with type 2 diabetes), or by demographic factors (eg, low income or specific racial/ethnic group). An individual receiving PHCN services can be someone from any population or subpopulation. Given the known influence of SDoH outcomes,
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increasing needs for public health nutrition services are being identified in clinical settings.65
This practice can include health care organizations providing produce prescription programs and on-site access to food pantries for patients. These programs show the overlap that can occur between clinical settings and PHCN.66
,67
An “X” in the proficient column indicates that an RDN who performs at this level has a deeper understanding of PHCN and has the ability to modify or guide interventions to meet the needs of populations/individuals in various situations (eg, collaborates within and across agencies and organizations, including other governmental sectors, nonprofits, community partners, business/insurance companies, industry, and coalitions that work on addressing population health issues).
An “X” in the expert column indicates that the RDN who performs at this level possesses a comprehensive understanding of PHCN and a highly developed range of skills and judgments acquired through a combination of experience and education. An Expert RDN builds and maintains the highest level of knowledge, skills, and behaviors, including leadership, vision, and credentials.
Standards and indicators presented in Figure 4 and Figure 5 (available at www.jandonline.org) in boldface type originate from the Academy’s Revised 2017 Standards of Practice in Nutrition Care and Standards of Professional Performance for Registered Dietitian Nutritionists
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and should apply to RDNs in all three levels. Additional indicators not in boldface type developed for this focus area are identified as applicable to all levels of practice. Where an X is placed in all three levels of practice, it is understood that all RDNs in PHCN are accountable for practice within each of these indicators. However, the depth with which an RDN performs each activity will increase as the individual moves beyond the competent level. Several levels of practice are considered in this document; thus, taking a holistic view of the SOP and SOPP for RDNs in PHCN is warranted. It is the totality of individual practice that defines a practitioner’s level of practice and not any one indicator or standard.RDNs should review the SOP and SOPP in PHCN at determined intervals to evaluate their individual focus area knowledge, skill, and competence. Consistent self-evaluation is important because it helps identify opportunities to improve and enhance practice and professional performance and set goals for professional development. This self-appraisal also enables PHCN RDNs to better utilize these Standards as part of the Professional Development Portfolio recertification process,
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which encourages CDR-credentialed nutrition and dietetics practitioners to incorporate self-reflection and learning needs assessment for development of a learning plan for improvement and commitment to lifelong learning. CDR’s 5-year recertification cycle incorporates the use of essential practice competencies for determining professional development needs.69
In the 3-step process, the credentialed practitioner accesses the online Competency Plan Builder (Step 1), which is a digital tool that assists practitioner in creating a continuing education Learning Plan. It helps identify focus areas during each 5-year recertification cycle for verified CDR credentialed nutrition and dietetics practitioners.70
The Activity Log (Step 2) is used to log and document continuing professional education over the 5-year period. The Professional Development Evaluation (Step 3) guides self-reflection and assessment of learning and how it is applied. The outcome is a completed evaluation of the effectiveness of the practitioner’s learning plan and continuing professional education. The self-assessment information can then be used in developing the plan for the practitioner’s next 5-year recertification cycle. For more information, see https://www.cdrnet.org/competencies-for-practitioners.Competency plan builder instructions
Commission on Dietetic Registration.
Commission on Dietetic Registration.
https://admin.cdrnet.org/vault/2459/web/Competency_Plan_Builder_Instructions.pdf
Date accessed: March 29, 2022
RDNs are encouraged to pursue additional knowledge, skills, and training, regardless of practice setting, to maintain currency and to expand individual scope of practice within the limitations of the legal scope of practice, as defined by state law. RDNs are expected to practice only at the level at which they are competent, and this will vary depending on education, training, and experience.
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RDNs should collaborate with other RDNs in PHCN as learning opportunities and to promote consistency in practice and performance and continuous quality improvement. See Figure 7 for role examples of how RDNs in different roles, at different levels of practice, may use the SOP and SOPP in PHCN.Figure 7Role examples of Standards of Practice (SOP) and Standards of Professional Performance (SOPP) for Registered Dietitian Nutritionists (RDNs) (Competent, Proficient, and Expert) in public health and community nutrition (PHCN). aFor each role, the RDN updates the professional development plan to include applicable essential practice competencies for PHCN services. bWIC = Special Supplemental Nutrition Program for Women, Infants, and Children.
| Role | Examples of use of SOP and SOPP documents by RDNs in different practice rolesa |
|---|---|
| Public health nutritionist/nutrition program coordinator (in federal, state, or local program) | A registered dietitian nutritionist (RDN) working in public health and community nutrition (PHCN) programs uses the SOP and SOPP in PHCN to serve as a guide for identifying competency and areas to strengthen the delivery of nutrition program services. The RDN refers individuals accessing public health nutrition programs to an RDN providing medical nutrition therapy for individuals with acute and chronic conditions when needs are identified outside of the scope of PHCN. The SOP and SOPP are used as a resource for guiding quality improvement and program outcomes |
| WICb dietitian/nutritionist (in federal, state, or local position) | A state agency RDN working with WIC programs in community health departments, refers to the SOP and SOPP in PHCN for information, resources, and quality practice expectations to apply to the nutrition assessment, nutrition education, and certification procedures and processes that guide care and services for individuals participating in the WIC program. The SOP and SOP are used for personal self-evaluation and in the design of tools for assessing WIC program RDN and support staff competencies. |
| Clinical practitioner, ambulatory care | An RDN working in an ambulatory care setting notices an increase in the number of patients with food insecurity. The RDN uses the SOP and SOPP in PHCN for information, resources, and to evaluate expected outcomes; and the level of competence needed to provide equitable and culturally relevant support to individuals, including referrals to nutrition assistance programs and RDNs in community nutrition settings for follow-up. |
| Food and nutrition services manager/director | A food and nutrition services manager for a large congregate senior feeding program notes an increasing number of participants requesting additional items or larger portions because they are experiencing food insecurity. The manager uses the SOP and SOPP in PHCN to determine the process of identifying issues and assist in developing action plans to provide additional services for participants reporting food insecurity. The RDN consults with a colleague experienced with care of this population for suggestions on relevant continuing education activities and on where to refer participants who need assistance with managing their dietary needs. |
| Community nutrition practitioner | An RDN working in a nonprofit organization as the nutrition program manager provides nutrition consultations for individuals experiencing food insecurity. The RDN recognizes the need for more in-depth knowledge and skills to stretch nutrition assistance funds for the purchasing of healthy and culturally relevant foods. The RDN reviews the SOP and SOPP in PHCN to identify outcomes for competent practice, resources to review to increase knowledge, possible continuing education activities to pursue; and identifies when to refer to a more experienced RDN when the individual’s nutrition management needs exceed the RDN’s current level of knowledge/experience. |
| Researcher | An RDN working in a research setting is awarded a grant to demonstrate the role of RDNs and the influence of nutrition interventions provided by an RDN on health outcomes of populations and individuals participating in the Supplemental Nutrition Assistance Program. The RDN uses the SOP and SOPP in PHCN in consultation with proficient and expert-level PHCN RDNs as a resource in designing the research protocol. |
| Faculty, nutrition, and dietetics education program | An RDN faculty member reviews the SOP and SOPP in PHCN to gain familiarity with the needs of populations and individuals experiencing health inequities in order to expand lecture content and assigned readings for students. The RDN also contacts practicing RDNs for key principles, practice guidelines, and information related to practicing in the supplemental nutrition assistance settings. The RDN uses the SOP and SOPP in PHCN as well as other focus area SOPs and/or SOPPs (eg, pediatric nutrition, diabetes care, and sustainable, resilient, and healthy food and water systems) to identify roles and outcomes for entry-level competent practice, and focus area resources for lectures and assignments. |
| Telehealth practitioner | An RDN working in a telehealth setting who provides nutrition consultations to individuals through a federally qualified community health center setting considers the SOP and SOPP in PHCN when determining expertise needed. The RDN refers to all relevant state laws and regulations, the Academy of Nutrition and Dietetics telehealth resources, and organization policies regarding the practice of telehealth, including requirements if an individual lives in another state. |
| Emergency preparedness practitioner | An RDN working in emergency preparedness is planning and coordinating the delivery of emergency food relief to those affected by a disaster or pandemic. The RDN uses the SOP and SOPP in PHCN to support assessment, decision making, and coordination of care in alignment with competency and available resources. The RDN uses the SOP and SOPP to evaluate knowledge, skills, and competence for the delivery and design of a plan and quality improvement process for effectively managing food and water safety and access in alignment with population characteristics. |
In some instances, components of the SOP and SOPP for RDNs in PHCN do not specifically differentiate between proficient-level and expert-level practice. In these areas, it remains the consensus of the content experts that the distinctions are subtle, captured in the knowledge, experience, and intuition demonstrated in the context of practice at the expert level, which combines dimensions of understanding, performance, and value as an integrated whole.
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A wealth of knowledge is embedded in the experience, discernment, and practice of expert-level RDN practitioners. The experienced practitioner observes events, analyzes them to make new connections between events and ideas, and produces a synthesized whole. The knowledge and skills acquired through practice will continually expand and mature. The SOP and SOPP indicators are refined with each review of these Standards as expert-level RDNs systematically record and document their experiences, often through use of exemplars. Exemplary actions of individual PHCN RDNs in practice settings and professional activities that enhance population/individual care and/or services, can be used to illustrate outstanding practice models. Tagtow and colleagues73
discusses the Individual plus Policy, System, and Environmental Conceptual Framework for Action as a model for dietetics, a model that is grounded in public health leadership and emphasizes system thinking. This framework suggests the importance of incorporating Individual plus Policy, System, and Environmental Conceptual Framework for Action not only in PHCN, but also across all areas of practice. As such, the SOP and SOPP in PHCN may also be applicable for other cross-cutting areas of practice.Future Directions
The SOP and SOPP for RDNs in PHCN are innovative and dynamic documents. Future revisions will reflect changes and advances in practice, changes to dietetics education standards, regulatory changes, and outcomes of practice audits. Continued clarity and differentiation of the three practice levels in support of safe, effective, equitable, and quality practice in PHCN remains an expectation of each revision to serve tomorrow's practitioners, populations, and individuals with whom they work. There is a need for expertise in preventive and public health nutrition; RDNs in this area of practice would benefit from specialist or advanced practice certification. A continued focus on health equity coupled with trauma-informed care is critical to the field. SOPs and/or SOPPs may want to consider adding specific standards for these public health competencies. Improving access to the dietetics profession for underrepresented populations will improve the influence of PHCN and this SOP and SOPP. Creation of this clarity, differentiation, and definition are the challenges of today's public health and community RDNs to better serve tomorrow's practitioners and their patients, clients, and communities/populations.
Conclusions
RDNs face complex situations every day. Addressing the unique needs of each situation and applying standards appropriately is essential to providing safe, timely, person-centered quality care and service. All RDNs are advised to conduct their practice based on the most recent edition of the Code of Ethics for the Nutrition and Dietetics Profession, the Scope of Practice for RDNs, and the SOP in Nutrition Care and SOPP for RDNs, along with applicable federal, tribal, state, and local regulations and facility accreditation standards. The SOP and SOPP for RDNs in PHCN are complementary documents and are key resources for RDNs at all knowledge and performance levels. These standards can and should be used by RDNs in daily practice who provide care to individuals in PHCN settings to consistently improve and appropriately demonstrate competence and value as providers of safe, effective, and quality nutrition and dietetics care and services. These standards also serve as a professional resource for self-evaluation and professional development for RDNs specializing in PHCN practice. Just as a professional’s self-evaluation and continuing education process is an ongoing cycle, these standards are also a work in progress and will be reviewed and updated every 7 years.
Current and future initiatives of the Academy, as well as advances in PHCN care and services, will provide information to use in future updates and in further clarifying and documenting the specific roles and responsibilities of RDNs at each level of practice. As a quality initiative of the Academy and the PHCN DPG, these standards are an application of continuous quality improvement and represent an important collaborative endeavor.
These standards have been formulated for use by individuals in self-evaluation, practice advancement, development of practice guidelines and specialist credentials, and as indicators of quality. These standards do not constitute medical or other professional advice, and should not be taken as such. The information presented in the standards is not a substitute for the exercise of professional judgment by the credentialed nutrition and dietetics practitioner. These standards are not intended for disciplinary actions, or determinations of negligence or misconduct. The use of the standards for any other purpose than that for which they were formulated must be undertaken within the sole authority and discretion of the user.
Acknowledgements
The authors thank Kathleen Cullinen, PhD, MS, RDN, who reviewed these standards and to the Academy of Nutrition and Dietetics staff, in particular, Karen Hui, RDN, LDN; Dana Buelsing Sowards, MS, CAPM; Carol Gilmore, MS, RDN, LD, FADA, FAND; and Sharon M. McCauley, MS, MBA, RDN, LDN, FADA, FAND who supported and facilitated the development of these Standards of Practice and Standards of Professional Performance. Additional thanks go to the Public Health and Community Nutrition Dietetic Practice Group’s Executive Committee. Finally, the authors acknowledge the significant influence of registered dietitian nutritionists currently practicing in public health and community nutrition fields in the shaping of these standards.
Author Contributions
Each author contributed to drafting and editing the components of the article (eg, article text and figures) and reviewed all drafts of the manuscript.
Supplementary Materials
Figure 4Standards of Practice for registered dietitian nutritionists (RDNs) in Public Health and Community Nutrition. The term population/individual could also mean client/patient, resident, participant, consumer, community, stakeholder or any individual or group who receives public health and community nutrition care and services.
| Standards of Practice for Registered Dietitian Nutritionists in Public Health and Community Nutrition Standard 1: Nutrition Assessment The registered dietitian nutritionist (RDN) uses accurate and relevant data and information to identify nutrition-related problems. Rationale: Nutrition screening is the preliminary step to identify populations and individuals who require a nutrition assessment performed by an RDN. Nutrition assessment is a systematic process of obtaining and interpreting data in order to make decisions about the nature and cause of nutrition-related problems and provides the foundation for nutrition diagnosis. It is an ongoing, dynamic process that involves not only initial data collection, but also reassessment and analysis of patient/client or community needs. Nutrition assessment is conducted using validated tools based in evidence, the five domains of nutrition assessment, and comparative standards, as well as public health approaches to assessment. Nutrition assessment may be performed via in-person, or facility/practitioner assessment application, or Health Insurance Portability and Accountability Act (HIPAA) compliant video conferencing telehealth platform. Given that population-level programs involve policy, system, and environmental interventions, direct care for public health and community RDNs can involve the assessment of policies, systems, and/or environments. | |||||||
| Indicators for Standard 1: Nutrition Assessment | |||||||
|---|---|---|---|---|---|---|---|
| Bold Font Indicators are Academy Core RDN Standards of Practice Indicators | The “X” signifies the indicators for the level of practice | ||||||
| Each RDN: | Competent | Proficient | Expert | ||||
| 1.1 | Population/individual history: Assesses current and past information related to personal, medical, family, psychosocial/social, cultural, and community history | X | X | X | |||
| 1.1A | Reviews nutrition surveillance and risk screening data (eg, risk of food/nutrition insecurity) from public health agencies or referring facility/provider, if available, or incorporates into nutrition assessment data collection using evidence-based screening tools | X | X | X | |||
| 1.1B | Assesses population health status in relation to community health | X | X | X | |||
| 1.1C | Uses population-based data to inform history and assessment | X | X | X | |||
| 1.1D | Tracks changes in personal history and population-based health | X | X | X | |||
| 1.1E | Leads interprofessional team in identifying plan and tools for assessing populations initially and over time | X | X | ||||
| 1.1F | Implements and connects history assessment tools to develop and inform population-level health interventions and policy | X | |||||
| 1.2 | Anthropometric assessment: Assesses anthropometric indicators (eg, height, weight, body mass index [BMI], waist circumference, arm circumference), comparison to reference data (eg, percentile ranks/z-scores), and population/individual patterns and history | X | X | X | |||
| 1.2A | Uses culturally appropriate and inclusive methods for anthropometric assessments (eg, making accommodations for religious head coverings or hair styles) | X | X | X | |||
| 1.2B | Monitors population/individual-based anthropometric measures | X | X | X | |||
| 1.2C | Participates in collecting measures for population-based programs (eg, WICa database, BRFSSb, YRBSSc) | X | X | X | |||
| 1.2D | Leads the collection of measures for population-based programs (eg Head Start) | X | X | ||||
| 1.2E | Manages systems for anthropometric assessment (ie, provides training, quality assurance, updating, monitoring) | X | X | ||||
| 1.2F | Applies quantitative skills in evaluation of diet and anthropometric relationships in epidemiologic studies | X | X | ||||
| 1.2G | Designs and contributes to improvements of systems of assessments for anthropometric data collection across populations | X | |||||
| 1.2H | Interprets anthropometric data to design program and policy strategies while minimizing harm | X | |||||
| 1.3 | Biochemical data, medical tests, and procedure assessment: Assesses laboratory profiles (eg, acid-base balance, renal function, endocrine function, inflammatory response, vitamin/mineral profile, lipid profile), and medical tests and procedures (eg, gastrointestinal study, metabolic rate) | X | X | X | |||
| 1.3A | Interprets and applies diagnosis-related data from medical providers (eg, anemia, cancer, diabetes) in assessments | X | X | X | |||
| 1.3B | Initiates and participates in collection of biochemical data (eg, nutritional anemia profile, oral glucose tolerance test to screen for gestational diabetes; elevated blood lead or mercury levels, population-based lab data from health surveillance systems, electronic health record data) | X | X | X | |||
| 1.3C | Designs protocols and systems for nutrition biochemical assessment at population levels | X | X | ||||
| 1.3D | Applies quantitative skills in evaluation of diet and disease relationships in epidemiologic studies | X | X | ||||
| 1.3E | Interprets biomedical data to design program and policy strategies while minimizing harm | X | |||||
| 1.4 | Nutrition-focused physical examination (NFPE) may include visual and physical examination: Obtains and assesses findings from NFPE (eg, indicators of vitamin/mineral deficiency/toxicity, edema, muscle wasting, subcutaneous fat loss, altered body composition, oral health, feeding ability [suck/swallow/breathe], appetite, and affect) | X | X | X | |||
| 1.4A | Participates in collection of self-reported and objective data | X | X | X | |||
| 1.4B | Trains staff on applying NFPE findings into health care and public health programming (including direct care of individuals and with other health care providers) | X | X | ||||
| 1.4C | Applies quantitative skills to evaluate diet and NFPE relationships in epidemiologic studies | X | X | ||||
| 1.4D | Interprets NFPE data to design program and policy strategies while minimizing harm | X | |||||
| 1.5 | Food and nutrition-related history assessment (ie, dietary assessment)-Evaluates the following components: | ||||||
| 1.5A | Food and nutrient intake including composition and adequacy, meal and snack patterns, and appropriateness related to food allergies and intolerances as well as cultural relevance, preferences, and norms | X | X | X | |||
| 1.5A1 | Applies and participates in multiple population/individual assessment methods (eg, interviews, surveys, nutrient analysis software, nutrition surveillance systems) | X | X | X | |||
| 1.5A2 | Incorporates culturally appropriate and relevant approaches in assessment | X | X | x | |||
| 1.5A3 | Initiates collecting data using multiple population/individual group assessment methods (eg, interviews, surveys, nutrient analysis software, meal patterns, food/nutrition assistance programs, nutrition surveillance systems) | X | X | ||||
| 1.5A4 | Applies quantitative skills to evaluate food and nutrition-related history assessment | X | X | ||||
| 1.5A5 | Interprets food and nutrition-related history data to design program and policy strategies while minimizing harm | X | |||||
| 1.5A6 | Designs systems and tools for multiple population/individual group assessment methods (eg, interviews, surveys, questionnaires, nutrient analysis, meal patterns in food programs, nutrition surveillance systems) | X | |||||
| 1.5B | Food and nutrient administration including current and previous diets and diet prescriptions and food modifications, eating environment, and enteral and parenteral nutrition administration | X | X | X | |||
| 1.5B1 | Accommodates and tailors approach (eg, for cultural appropriateness, and/or with special needs) for participants participating in federal food/nutrition assistance programs (eg, NSLPd, WIC, special formulas, congregate and home delivered meals) | X | X | X | |||
| 1.5C | Medication and dietary supplement use, including prescription and over-the-counter medications, and integrative and functional medicine products | X | X | X | |||
| 1.5C1 | Considers potential diet interactions with medications, as well as dietary and herbal supplement use across the life course on population/individual levels | X | X | X | |||
| 1.5C2 | Considers cultural beliefs and preferences in medication and dietary supplement use | X | X | X | |||
| 1.5C3 | Addresses any potential toxicities on population/individual levels (eg, contaminated water, endocrine disrupting chemicals in the food system); seeks assistance as needed | X | X | X | |||
| 1.5C4 | Assesses substance abuse effects on population/individual levels; seeks assistance as needed | X | X | X | |||
| 1.5C5 | Considers population/individual use of and need for dietary and herbal supplementation, including cultural norms and beliefs; seeks assistance as needed | X | X | X | |||
| 1.5D | Knowledge, beliefs, and attitudes (eg, understanding of nutrition-related concepts, emotions about food/nutrition/health, body image, preoccupation with food and/or weight, readiness to change nutrition- or health-related behaviors, and activities and actions influencing achievement of nutrition-related goals) | X | X | X | |||
| 1.5D1 | Assesses behavioral and environmental influences using the socioecological approach or other health behavior theories | X | X | X | |||
| 1.5D2 | Uses an asset-based approach that honors the lived experience and knowledge of populations/individuals | X | X | X | |||
| 1.5D3 | Identifies how population/individual culture impacts behavior | X | X | ||||
| 1.5D4 | Considers how knowledge, beliefs, and attitudes and lived experiences impacts behaviors | X | X | ||||
| 1.5D5 | Creates community-engaged assessments on knowledge, beliefs, and attitudes that incorporates health equity | X | |||||
| 1.5E | Food security defined as factors affecting access to a sufficient quantity of safe, healthful food and water, as well as food-/nutrition-related supplies | X | X | X | |||
| 1.5E1 | Evaluates access to food at population/individual level (eg, availability and use of food/nutrition assistance programs such as NSLP, emergency preparedness, congregate and home delivered meals, and presence of food deserts) | X | X | X | |||
| 1.5E1i | Determines influence of policy/systems and other individual and environmental factors on food access (eg, emergency preparedness) | X | X | ||||
| 1.5F | Physical activity, cognitive and physical ability to engage in developmentally appropriate nutrition-related tasks (eg, self-feeding and other activities of daily living [ADLs]), instrumental activities of daily living (IADLs) (eg, shopping, food preparation), and breastfeeding | X | X | X | |||
| 1.5F1 | Assesses interaction of federal food/nutrition assistance programs with other federal assistance programs that promote equal access to care (eg, Title V home visiting programs collaborating with WIC) | X | X | ||||
| 1.5G | Other factors affecting intake and nutrition and health status (eg, cultural, ethnic, religious, lifestyle influencers, psychosocial, trauma, and social determinants of health) | X | X | X | |||
| 1.5G1 | Collaborates with promotoras/peer/community health workers in assisting with assessments | X | X | X | |||
| 1.5G2 | Trains and mentors promotoras/peer/community health workers on proper assessment techniques | X | X | ||||
| 1.6 | Comparative standards: Uses reference data and standards to estimate nutrient needs and recommended body weight, body mass index, and desired growth patterns | X | X | X | |||
| 1.6A | Identifies the most appropriate reference data and/or standards (eg, international, national, state, institutional, and regulatory) based on practice setting and patient-/client-specific factors (eg, age and disease state) | X | X | X | |||
| 1.6B | Uses reference standards for guidance (eg, food safety, NAMe and US Preventative Services Taskforce recommendations, DGAsf, CDCg and WHOh [infant growth charts] guidelines) | X | X | X | |||
| 1.7 | Physical activity habits and restrictions: Assesses physical activity, history of physical activity, and physical activity training | X | X | X | |||
| 1.7A | Analyzes factors of accessibility, adequacy, and safety of the physical environment for both individuals and populations | X | X | X | |||
| 1.7B | Applies Physical Activity Guidelines for Americans, NASPEi, and CDC guidelines in assessments | X | X | X | |||
| 1.7C | Consults with exercise scientists, kinesiologists, and physical therapists as appropriate | X | X | X | |||
| 1.8 | Collects data and reviews data collected and/or documented by the nutrition and dietetics technician, registered (NDTR), other health care practitioner(s), patient/client, or staff for factors that affect nutrition and health status | X | X | X | |||
| 1.8A | Uses nationally available nutrition assessment data (eg, NHANESj, BRFSS/YRBSS profiles, SHIPsk, Safety Performance Standards) | X | X | X | |||
| 1.8B | Integrates knowledge of human nutrition with principles of epidemiology | X | X | ||||
| 1.8C | Creates assessment approaches that incorporate assets and lived-experience and minimizes harm to populations/individuals (eg, considers the impact of systemic racism when developing or administering assessments) | X | X | ||||
| 1.8D | Uses biostatistical skills to assess relationships between nutrition-related factors and behaviors/outcomes | X | X | ||||
| 1.8E | Oversees methods and instruments to ensure ongoing collection of valid and reliable quantitative and qualitative assessment data which may include electronic devices or web-based tools | X | |||||
| 1.9 | Uses collected data to identify possible problem areas for determining nutrition diagnoses | X | X | X | |||
| 1.9A | Uses health theories to cluster nutrition risk factors | X | X | X | |||
| 1.9B | Gains deep understanding of epidemiological principles to interpret the magnitude and directionality of nutrition-related risk factors | X | X | ||||
| 1.9C | Analyzes data in a way that minimizes harm and promotes health equity | X | X | ||||
| 1.10 | Documents and communicates: | ||||||
| 1.10A | Date and time of assessment | X | X | X | |||
| 1.10B | Pertinent data (eg, medical, social, behavioral) | X | X | X | |||
| 1.10C | Comparison to appropriate standards | X | X | X | |||
| 1.10D | Population/individual perceptions, values and motivation related to presenting problems | X | X | X | |||
| 1.10E | Changes in population/individual perceptions, values and motivation related to presenting problems | X | X | X | |||
| 1.10F | Reason for discharge/discontinuation or referral, if appropriate | X | X | X | |||
| 1.10G | Progress and evaluations to funders, policy makers, community partners, and other stakeholders | X | X | X | |||
| 1.10H | Assessment findings via a brief or report with community partners and stakeholders | X | X | X | |||
| 1.10I | Feedback from community partners and stakeholders in documenting program justifications and in planning program design | X | X | ||||
Examples of Outcomes for Standard 1: Nutrition Assessment
| |||||||
| Standard 2: Nutrition Diagnosis The registered dietitian nutritionist (RDN) identifies and labels specific nutrition problem(s)/diagnosis (es) that the RDN is responsible for treating. Rationale: Analysis of the assessment data leads to identification of nutrition problems and a nutrition diagnosis(es), if present. The nutrition diagnosis(es) is the basis for determining outcome goals, selecting appropriate interventions, and monitoring progress. Diagnosing nutrition problems is the responsibility of the RDN. | |||||||
| Indicators for Standard 2: Nutrition Diagnosis | |||||||
| Bold Font Indicators are Academy Core RDN Standards of Practice Indicators | The “X” signifies the indicators for the level of practice | ||||||
| Each RDN: | Competent | Proficient | Expert | ||||
| 2.1 | Diagnoses nutrition problems based on evaluation of assessment data and identifies supporting concepts (ie, etiology, signs, and symptoms) | X | X | X | |||
| 2.1A | Relates problems/diagnoses to demographics and characteristics of population groups; consults with more experienced practitioners as needed | X | X | X | |||
| 2.1B | Identifies and labels individual, social, environmental, community or policy conditions that are influencing the problem(s) using health behavior theory such as the social-ecological model; consults with more experienced practitioners as needed | X | X | X | |||
| 2.1C | Relates risk factors to broad community health indicators (eg, cultural child feeding practices in relation to nutrition/health risk factors) | X | X | X | |||
| 2.1D | Uses epidemiological data to evaluate the personal and social determinants that impact the nutrition diagnosis(es) and overall health equity | X | X | ||||
| 2.1E | Applies epidemiological methodologies (ie, surveys) and other qualitative methods (ie, focus groups and interviews) to determine the incidence and prevalence of common signs, symptoms and risk factors among population groups including trends in chronic disease risk and health disparities | X | X | ||||
| 2.1F | Designs nutrition epidemiology studies to understand clustering of signs and symptoms and incorporates an asset-based approach | X | |||||
| 2.2 | Prioritizes the nutrition problem(s)/diagnosis(es) based on severity, safety, patient/client needs and preferences, ethical considerations, likelihood that nutrition intervention/plan of care will influence the problem, discharge/transitions of care needs, and patient/client/advocate a perception of importanceAdvocate: An advocate is a person who provides support and/or represents the rights and interests at the request of the patient/client. The person may be a family member or an individual not related to the patient/client who is asked to support the patient/client with activities of daily living or is legally designated to act on behalf of the patient/client, particularly when the patient/client has lost decision making capacity. (Adapted from definitions within The Joint Commission Glossary of Terms56 and the Centers for Medicare and Medicaid Services, Hospital Conditions of Participation).50 | X | X | X | |||
| 2.2A | Relates the population’s/individual's diagnosis(es) to food and environment strengths and challenges in the community | X | X | X | |||
| 2.2B | Prioritizes individual, social, environmental, community, or policy conditions that can be addressed to mitigate the nutrition diagnosis(es) | X | X | ||||
| 2.3 | Communicates the nutrition diagnosis(es) to patients/clients/advocates, stakeholders, community, family members or other health care professionals when possible and appropriate | X | X | X | |||
| 2.3A | Consults with other community and public health practitioners and community leaders | X | X | X | |||
| 2.3B | Validates nutrition diagnosis(es) with nutrition surveillance data, population-based research and community feedback | X | X | ||||
| 2.3C | Considers the framing of the communication and makes adjustments in order to promote health equity and to minimize harm for the population/individual | X | |||||
| 2.4 | Documents the nutrition diagnosis(es) using standardized terminology and clear, concise written statement(s) (eg, using Problem [P], Etiology [E], and Signs and Symptoms [S] [PES statement(s)] or Assessment [A], Diagnosis [D], Intervention [I], Monitoring [M], and Evaluation [E] [ADIME statement(s)]) | X | X | X | |||
| 2.4A | Assesses prevalence and incidence of nutrition diagnoses at a population level | X | X | ||||
| 2.4B | Frames and communicates diagnoses within the context of logic models, health behavior theories, and/or population outcomes data while minimizing harm | X | X | ||||
| 2.5 | Re-evaluates and revises nutrition diagnosis(es) when additional assessment data become available | X | X | X | |||
| 2.5A | Applies timely and relevant standards, program evaluation and research-based evidence to population groups | X | X | X | |||
| 2.5B | Tracks changes and trends in diagnoses | X | X | X | |||
| 2.5C | Confers with biostatisticians and other experts to discuss methodologies | X | X | ||||
| 2.6 | Documents and communicates: | ||||||
| 2.6A | Date and time of diagnosis | X | X | X | |||
| 2.6B | Pertinent data (eg, medical, social, environmental, behavioral) | X | X | X | |||
| 2.6C | Comparison to appropriate standards | X | X | X | |||
| 2.6D | Population/individual experiences, perceptions, values and motivation related to diagnoses | X | X | X | |||
| 2.6E | Changes in population/individual experiences, perceptions, values and motivation related to diagnoses | X | X | X | |||
| 2.6F | Progress and evaluations to funders, policy makers, community partners, and other stakeholders | X | X | X | |||
| 2.6G | Diagnosis via a brief or report with the community partners and stakeholders | X | X | ||||
| 2.6H | Feedback from community partners and stakeholders in documenting diagnosis | X | X | ||||
Examples of Outcomes for Standard 2: Nutrition Diagnosis
| |||||||
| Standard 3: Nutrition Intervention/Plan of Care The registered dietitian nutritionist (RDN) identifies and implements appropriate, person- and population-centered interventions designed to address nutrition-related problems, behaviors, risk factors, environmental conditions, or aspects of health status for an individual, target group, or the community at large. Rationale: Nutrition intervention consists of 2 interrelated components – planning and implementation.
| |||||||
| Indicators for Standard 3: Nutrition Intervention/Plan of Care | |||||||
| Bold Font Indicators are Academy Core RDN Standards of Practice Indicators | The “X” signifies the indicators for the level of practice | ||||||
| Each RDN: | Competent | Proficient | Expert | ||||
| Plans the Nutrition Intervention/Plan of Care: | |||||||
| 3.1 | Addresses the nutrition diagnosis(es) by determining and prioritizing appropriate interventions for the plan of care | X | X | X | |||
| 3.1A | Considers the following when determining the nutrition interventions:
| X | X | X | |||
| 3.1B | Considers interventions such as integrative and functional therapies, behavior modification | X | X | X | |||
| 3.2 | Bases intervention/plan of care on best available research/evidence and information, evidence-based guidelines, and best practices | X | X | X | |||
| 3.2A | Creates interventions based on funding requirements, including as appropriate, state and federal guidelines | X | X | X | |||
| 3.2B | Considers health behavior theory (eg, socio-ecological model) when developing interventions | X | X | X | |||
| 3.2C | Considers lived experience and cultural norms (eg, ethnicity, religion) when developing interventions | X | X | X | |||
| 3.2D | Collaborates with community partners and stakeholders when developing interventions | X | X | X | |||
| 3.2E | Collaborates with epidemiologists and/or biostatisticians to refine project goals, available resources, and measures | X | X | ||||
| 3.2F | Leads the development of intervention guidelines and outcome measures for local, state, and/or national nutrition services typically with the aim of promoting health equity | X | |||||
| 3.3 | Refers to policies and procedures, protocols, and program standards | X | X | X | |||
| 3.3A | Uses community-/population-based national standards and guidelines/standards such as DGAs, MyPlate, and community health indicators in intervention planning | X | X | X | |||
| 3.3B | Coordinates with community partners and stakeholders to align messages across programs, to strengthen messaging and leverage funding | X | X | ||||
| 3.3C | Develops policy, systems, and environmental change approaches to maximize population reach | X | |||||
| 3.4 | Collaborates with patient/client/advocate/population, caregivers, interprofessional b team, and other health care professionalsInterprofessional: The term interprofessional is used in this evaluation resource as a universal term. It includes a diverse group of team members (eg, physicians, nurses, dietitian nutritionists, psychologists, epidemiologists, social workers, planners, and other public health professionals), depending on the needs of the individual/population. Interprofessional could also mean interdisciplinary or multidisciplinary. | X | X | X | |||
| 3.4A | Collaborates with community partners and stakeholders to identify priorities and community needs to promote health equity | X | X | X | |||
| 3.4B | Communicates priorities and community needs to policy and other decision makers to support nutritional health of the population | X | X | X | |||
| 3.4C | Raises awareness on policy-related issues with community partners, stakeholders, and policy makers that can impact environmental conditions contributing to nutritional health problems (eg, federal food/nutrition programs and food regulations) | X | X | ||||
| 3.4D | Convenes and collaborates with multi-sector public and private community coalitions and partners (eg, urban planners, NGOsn, non-profits, breastfeeding coalitions, advocacy organizations) to develop and implement policy, systems, and environmental changes | X | |||||
| 3.5 | Works with patient/client/advocate/population, and caregivers to identify goals, preferences, discharge/transitions of care needs, plan of care and expected outcomes | X | X | X | |||
| 3.5A | Collaborates with community partners and stakeholders to identify priorities and community needs to promote health equity | X | X | X | |||
| 3.5B | Uses logic model for planning and implementation of interventions, considering population as well as the broader community according to needs assessment | X | X | X | |||
| 3.5C | Creates goals that are inclusive of health equity, cultural sensitivity, geographic diversity, socio-economic diversity, practical implementation | X | X | X | |||
| 3.5D | Incorporates the concepts of the social determinants of health into programs and services that promote health equity and minimize/eliminate health disparities | X | X | X | |||
| 3.5D1 | Focuses interventions on prevention approaches | X | X | X | |||
| 3.6 | Develops the nutrition prescription and establishes measurable patient-/client-focused goals to be accomplished | X | X | X | |||
| 3.6A | Identifies, selects, and/or develops evidence-based or best available research/evidence, programs, and science-based nutrition education materials based on nutritional needs of the population; consults with more experienced practitioners as needed | X | X | X | |||
| 3.6B | Implements health promotion and disease prevention activities that are based on population’s nutritional status and inclusive of health equity | X | X | X | |||
| 3.6C | Intervenes and coordinates on all levels of the socio-ecological model to promote population health | X | X | ||||
| 3.7 | Defines time and frequency of care including intensity, duration, and follow-up | X | X | X | |||
| 3.7A | Develops short-, intermediate- and long-term interventions using logic models and needs assessment data | X | X | X | |||
| 3.7B | Uses realistic and appropriate timeframes to measure outcomes, with the understanding that some interventions can take many years to see change | X | X | X | |||
| 3.7B1 | Describes specific time frames for each level of intervention, with intrapersonal and interpersonal components generally taking shorter periods of time, and community or systems interventions taking years | X | X | X | |||
| 3.7B2 | Defines measures specific to intervention outcomes, which could require months, years, or decades for each measure | X | X | ||||
| 3.7B3 | Develops guidelines for timing of interventions and follow-up based on research and best practices | X | |||||
| 3.8 | Uses standardized terminology for describing interventions | X | X | X | |||
| 3.8A | Incorporates standard terminology from the fields of nutrition and public health, systems/environmental approaches, including the Public Health Community Nutrition Care Process Toolkit | X | X | X | |||
| 3.8B | Frames intervention-related communication to community partners and stakeholders (eg, policy, legislation, business, community) | X | X | ||||
| 3.9 | Identifies resources and referrals needed | X | X | X | |||
| 3.9A | Applies factors that impact accessibility, adequacy and safety of food supply, and food/nutrition security to population health | X | X | X | |||
| 3.9A1 | Connects population groups to services for food/water supplies and systems (via agriculture, business, retail, safety net programs, public institutions, hospitals) | X | X | X | |||
| 3.9A2 | Uses information about nutrients and contaminants in the food and water supply in planning the intervention | X | X | ||||
| 3.9B | Links individuals/populations to food and nutrition services to assure optimal nutritional status (eg, food pantries, home-delivered meals programs, SNAP-Ed, free- and reduced-price school meals, Summer Food Service Program, Child and Adult Care Food Program, WIC) and assists them with determining program eligibility and enrollment options | X | X | X | |||
| 3.9C | Uses an interprofessional and participatory approach to leverage resources across systems | X | X | ||||
| 3.9D | Establishes and maintains interagency networks based on individual/population intervention needs; links nutrition and other services | X | |||||
| Implements the Nutrition Intervention/Plan of Care: | |||||||
| 3.10 | Collaborates with colleagues, interprofessional team, and other health care professionals | X | X | X | |||
| 3.10A | Identifies community partners, stakeholders, and collaborators to collaborate on programs and services | X | X | X | |||
| 3.10B | Collaborates within and across agencies and organizations including other governmental sectors, non-profits, community partners, business/insurance companies, industry and coalitions that work on addressing population health issues (eg, disparities in access to food, nutrition intake) | X | X | ||||
| 3.10C | Advocates for evidence-based and best available research/evidence approaches to addressing nutrition-related population health issues with policy makers, elected officials, and other influential leaders | X | X | ||||
| 3.10D | Mobilizes community partners and stakeholders including food policy councils/coalitions while building community leadership capacity for change to create health promoting environments and practices | X | |||||
| 3.11 | Communicates and coordinates the nutrition intervention/plan of care | X | X | X | |||
| 3.11A | Partners with primary health care providers to ensure community nutrition services comply with individuals’ plans of care | X | X | X | |||
| 3.11B | Participates in boards, organizations, task forces, committees, coalitions, and partnerships in the community to support interventions | X | X | ||||
| 3.11C | Disseminates intervention plans and outcomes with community partners and stakeholders in a transparent manner | X | X | ||||
| 3.11D | Convenes boards, organizations, task forces, committees, coalitions, and partnerships in the community to support interventions | X | |||||
| 3.12 | Initiates the nutrition intervention/plan of care | X | X | X | |||
| 3.12A | Uses approved clinical privileges, physician/non-physician practitioner c -driven orders (ie, delegated orders), protocols, or other facility-specific processes for order writing or for provision of nutrition-related services consistent with applicable specialized training, competence, medical staff, and/or organizational policyNon-physician practitioner: A non-physician practitioner may include a physician assistant, nurse practitioner, clinical nurse specialist, certified registered nurse anesthetist, certified nurse-midwife, clinical social worker, clinical psychologist, anesthesiologist’s assistant, qualified dietitian or qualified nutrition professional. Disciplines considered for privileging by a facility’s governing body and medical staff must be in accordance with state law.50,51 The term privileging is not referenced in the Centers for Medicare and Medicaid Services long-term care (LTC) regulations. With publication of the Final Rule revising the Conditions of Participation for LTC facilities effective November 2016, post-acute care settings, such as skilled and long-term care facilities, may now allow a resident’s attending physician the option of delegating order writing for therapeutic diets, nutrition supplements or other nutrition-related services to the qualified dietitian or clinically qualified nutrition professional, if consistent with state law, and organization policies.53,54 Acronyms:aWIC=Special Supplemental Nutrition Program for Women Infants and Children (United States) (http://www.fns.usda.gov/wic/women-infants-and-children-wic)bBRFSS=Behavioral Risk Factor Surveillance System (http://www.cdc.gov/brfss/index.htm)cYRBSS=Youth Risk Behavior Surveillance System (http://www.cdc.gov/HealthyYouth/yrbs/index.htm)dNSLP=National School Lunch Program (http://www.fns.usda.gov/nslp/national-school-lunch-program-nslp)eNAM=National Academies of Medicine (United States) (https://nam.edu/)fDGA=Dietary Guidelines for Americans (http://www.cnpp.usda.gov/dietaryguidelines)gCDC=Centers for Disease Control and Prevention (United States) (http://www.cdc.gov)hWHO=World Health Organization (http://www.who.int/en/)iNASPE=National Standards for Physical Education (http://www.shapeamerica.org/standards/pe/)jNHANES=National Health and Nutrition Examination Survey (United States) (http://www.cdc.gov/nchs/nhanes.htm)kSHIPs=State Health Improvement Plans (http://www.astho.org/WorkArea/DownloadAsset.aspx?id¼6597)lSNAP-Ed=Supplemental Nutrition Assistance Program Education (http://www.fns.usda.gov/snap/supplemental-nutritionassistance-program-education-snap-ed)mUSDA=US Department of Agriculture (http://www.usda.gov/wps/portal/usda/usdahome)nNGOs=nongovernmental organizations | X | X | X | |||
| 3.12A1 | Implements, initiates, or modifies orders for therapeutic diet, nutrition-related pharmacotherapy management, or nutrition-related services (eg, baby or metabolic formula, medical foods/ nutrition/dietary supplements, food texture modifications, enteral and parenteral nutrition, intravenous fluid infusions, laboratory tests, medications, and education and counseling) | X | X | X | |||
| 3.12A1i | Works to ensure access to metabolic formula through federal and state programs (eg, newborn screening/Title V) | X | X | X | |||
| 3.12A2 | Manages nutrition support therapies (eg, formula selection, rate adjustments, addition of designated medications and vitamin/mineral supplements to parenteral nutrition solutions or supplemental water for enteral nutrition) | X | X | X | |||
| 3.12A3 | Initiates and performs nutrition-related services (eg, bedside swallow screenings, inserting and monitoring nasoenteric feeding tubes, and indirect calorimetry measurements, or other permitted services) | X | X | X | |||
| 3.12B | Ensures availability of quality nutrition services to target populations including screening, assessment, education, counseling, and referral to food assistance programs | X | X | X | |||
| 3.12C | Considers social/ethnic disparities, systemic racism, culture, food access, and socio-economic status in developing nutrition interventions | X | X | X | |||
| 3.12D | Employs a variety of strategies (eg, social media, billboards, flyers, public service announcements, radio ads) to reach/educate population | X | X | ||||
| 3.13 | Assigns activities to NDTR and other professional, technical and support personnel in accordance with qualifications, organizational policies/ protocols, and applicable laws and regulations | X | X | X | |||
| 3.13A | Supervises professional, technical and support personnel | X | X | X | |||
| 3.13A1 | Engages community volunteers | X | X | ||||
| 3.13A2 | Collaborates with and oversees community health workers (ie, paraprofessionals, lay health workers, promotoras) | X | X | ||||
| 3.13A3 | Mobilizes cross-disciplinary staff in program interventions (eg, school and school foodservice staff, government professionals, public university employees, city planners, and community advocates) | X | |||||
| 3.14 | Continues data collection | X | X | X | |||
| 3.14A | Tracks progress towards achieving short, intermediate, and long-term outcomes according to intervention plans often using logic models | X | X | X | |||
| 3.14B | Obtains and uses individual/population and community input and feedback in asset mapping, needs assessment, gap analysis, program outputs and outcomes | X | X | ||||
| 3.14C | Trains staff on data collection protocols and methods | X | X | ||||
| 3.15 | Documents: | ||||||
| 3.15A | Date and time | X | X | X | |||
| 3.15B | Specific and measurable treatment goals and expected outcomes | X | X | X | |||
| 3.15C | Recommended interventions | X | X | X | |||
| 3.15D | Population/individual/advocate/caregiver/community receptiveness | X | X | X | |||
| 3.15E | Referrals made and resources used | X | X | X | |||
| 3.15F | Population/individual/advocate/caregiver/community comprehension | X | X | X | |||
| 3.15G | Knowledge, skill, and behavior change of populations/individuals | X | X | X | |||
| 3.15H | Barriers to change | X | X | X | |||
| 3.15I | Other information relevant to providing care and monitoring progress over time | X | X | X | |||
| 3.15J | Plans for follow up and frequency of care | X | X | X | |||
| 3.15K | Rationale for discharge or referral if applicable | X | X | X | |||
| 3.16 | Reports to funders, policy makers, community partners, and other stakeholders | X | X | X | |||
| 3.17 | Communicates and disseminates intervention acceptability, feasibility, and/or efficacy via a brief or report with community partners and stakeholders | X | X | X | |||
| 3.17A | Integrates feedback from community partners and stakeholders on intervention acceptability, feasibility, and/or efficacy | X | X | ||||
Examples of Outcomes for Standard 3: Nutrition Intervention/Plan of Care
| |||||||
| Standard 4: Nutrition Monitoring and Evaluation The registered dietitian nutritionist (RDN) monitors and evaluates indicators and outcomes data directly related to the nutrition diagnosis, goals, preferences, and intervention strategies to determine the progress made in achieving desired results of nutrition care and services and whether planned interventions should be continued or revised. Rationale: Nutrition monitoring and evaluation are essential components of an outcomes management system in order to assure quality, patient-/client-/population-centered care and to promote uniformity within the profession in evaluating the efficacy of nutrition interventions. Through monitoring and evaluation, the RDN identifies important measures of change or patient/client/population outcomes relevant to the nutrition diagnosis and nutrition intervention/plan of care; describes how best to measure these outcomes; and intervenes when intervention/plan of care requires revision. Population-level programs involve policy, system, and environmental interventions. Direct care for public health and community RDNs can involve the monitoring and evaluation of nutrition-related policies, systems and/or environments. | |||||||
| Indicators for Standard 4: Nutrition Monitoring and Evaluation | |||||||
| Bold Font Indicators are Academy Core RDN Standards of Practice Indicators | The “X” signifies the indicators for the level of practice | ||||||
| Each RDN: | Competent | Proficient | Expert | ||||
| 4.1 | Monitors progress: | X | X | X | |||
| 4.1A | Assesses patient/client/advocate/population understanding and compliance with nutrition intervention/plan of care | X | X | X | |||
| 4.1A1 | Tracks nutrition-related behaviors at a population level | X | X | X | |||
| 4.1A1i | Uses principles of epidemiology and basic biostatistics to track trends | X | X | ||||
| 4.1A2 | Applies a range of evaluative measures (eg, qualitative, quantitative, outcome and process information) | X | X | ||||
| 4.1A3 | Determines evaluation measures and systems for use with population/individual interventions | X | |||||
| 4.1B | Determines whether the nutrition intervention/plan of care is being implemented as prescribed | X | X | X | |||
| 4.1B1 | Adjusts intervention based on evaluation data | X | X | ||||
| 4.1B2 | Determines if measures are capturing desired outcomes (ie, reliability and validity of measures) | X | X | ||||
| 4.1B3 | Integrates related health data sets into intervention planning and adjustments | X | |||||
| 4.2 | Measures outcomes: | X | X | X | |||
| 4.2A | Selects the standardized nutrition care measurable outcome indicator(s) | X | X | X | |||
| 4.2A1 | Identifies and tracks measurable outcome indicators at a population level | X | X | X | |||
| 4.2B | Identifies positive or negative outcomes including impact on potential needs for discharge/transitions of care | X | X | X | |||
| 4.2B1 | Documents effectiveness, accessibility, and quality of population-based services | X | X | ||||
| 4.2B2 | Identifies unintended consequences and outcomes, adjusts intervention based on findings (especially at policy, environmental, and system level) | X | |||||
| 4.3 | Evaluates outcomes: | X | X | X | |||
| 4.3A | Compares monitoring data with nutrition prescription and established goals or reference standard | X | X | X | |||
| 4.3A1 | Adjusts population level goals based on data outcomes and comparisons | X | X | ||||
| 4.3A2 | Benchmarks datasets from program participants to national, state, and local public health datasets (eg, Healthy People National Health Objectives, health plan employer data and information set) | X | |||||
| 4.3B | Evaluates impact of the sum of all interventions on overall patient/client/population health outcomes and goals | X | X | X | |||
| 4.3B1 | Participates in the evaluation of interventions | X | X | X | |||
| 4.3B2 | Leads evaluation of the efficacy and effectiveness of interventions on overall population/individual health outcomes in partnership with stakeholders and the community | X | X | ||||
| 4.3B3 | Analyzes legislative impact on health programs, federal food/nutrition assistance programs, policies, and interventions | X | X | ||||
| 4.3B4 | Informs regulation development/changes by the interventions’ impact and outcomes | X | |||||
| 4.3C | Evaluates progress or reasons for lack of progress related to problems and interventions | X | X | X | |||
| 4.3C1 | Assesses program/intervention assessment tools for reliability and validity | X | X | ||||
| 4.3C2 | Engages population, community partners, and other stakeholders to understand evaluation outcomes (eg, satisfaction surveys, focus groups) | X | X | ||||
| 4.3C3 | Communicates evaluation outcomes related to barriers and progress to community partners and stakeholders | X | X | ||||
| 4.3C4 | Develops and disseminates recommendations to inform regulatory and programmatic changes informed by evaluation progress | X | |||||
| 4.3D | Evaluates evidence that the nutrition intervention/plan of care is maintaining or influencing a desirable change in the patient/client/population behavior or status | X | X | X | |||
| 4.3D1 | Evaluates behavior change through knowledge, skills, and access utilizing the application of social, behavioral, and educational theories | X | X | X | |||
| 4.3D2 | Evaluates impact of health status of populations participating in public health nutrition services | X | X | ||||
| 4.3D3 | Identifies complex underlying problems beyond the scope of nutrition, based on the social determinants of health, that are influencing the intervention and recommends appropriate intervention, partnering with community partners and stakeholders | X | |||||
| 4.3E | Supports conclusions with evidence | X | X | X | |||
| 4.3E1 | Applies evidence-based approaches to evaluation at the population level | X | X | X | |||
| 4.3E2 | Communicates conclusions and recommendations informed by the evidence to community partners and stakeholders | X | X | ||||
| 4.3E3 | Develops and disseminates conclusions supported by the evaluation evidence to inform regulatory and programmatic change | X | |||||
| 4.3F | Applies surveillance systems to monitor population health over time | X | X | ||||
| 4.3G | Evaluates impact of policy on health status of a population group | X | |||||
| 4.4 | Adjusts nutrition intervention/plan of care strategies, if needed, in collaboration with patient/client/population/advocate/caregiver and interprofessional team | X | X | X | |||
| 4.4A | Improves or adjusts intervention/plan of care strategies based upon outcomes data, trends, best practices, and comparative standards | X | X | X | |||
| 4.4A1 | Monitors intervention for achievement of expected outcomes | X | X | X | |||
| 4.4A2 | Conducts process evaluations and fidelity assessments to ensure that programs are being implemented according to standards/plans and for potential efficiencies | X | X | ||||
| 4.4B | Uses population level data to inform and adjust program(s) and objectives | X | X | ||||
| 4.4C | Uses formative research and focus group testing for ongoing program/intervention planning, evaluation, and adjustments for optimal outcomes | X | X | ||||
| 4.4D | Mobilizes community partners/stakeholders in analysis and troubleshooting | X | X | ||||
| 4.4E | Mentors and guides process and planning in unpredictable and dynamic situations (eg, in Community Health Assessment [CHA] and Community Health Improvement Planning [CHIP] processes) | X | |||||
| 4.5 | Documents: | ||||||
| 4.5A | Date and time | X | X | X | |||
| 4.5B | Indicators measured, results, and the method for obtaining measurement | X | X | X | |||
| 4.5C | Criteria to which the indicator is compared (eg, nutrition prescription/goal or a reference standard) | X | X | X | |||
| 4.5D | Factors facilitating or hampering progress | X | X | X | |||
| 4.5E | Other positive or negative outcomes | X | X | X | |||
| 4.5F | Adjustments to the nutrition intervention/plan of care, if indicated | X | X | X | |||
| 4.5G | Future plans for nutrition care, nutrition monitoring and evaluation, follow up, referral, or discharge | X | X | X | |||
| 4.5H | Uses the logic model as a dynamic tool to document revisions/updates to the plan of care, especially in population-based interventions | X | X | X | |||
| 4.5I | Reports to funders, policy makers, community partners, and other stakeholders | X | X | X | |||
| 4.6 | Communicates and disseminates evaluation findings via a brief or report with the community partners and stakeholders | X | X | ||||
| 4.7 | Integrates feedback from community partners and stakeholders in documenting evaluation | X | X | ||||
| 4.7A | Uses public health principles of epidemiology and Equitable Evaluation Framework (www.equitableeval.org) in all documenting monitoring and tracking of outcomes | X | X | ||||
Examples of Outcomes for Standard 4: Nutrition Monitoring and Evaluation
| |||||||
a Advocate: An advocate is a person who provides support and/or represents the rights and interests at the request of the patient/client. The person may be a family member or an individual not related to the patient/client who is asked to support the patient/client with activities of daily living or is legally designated to act on behalf of the patient/client, particularly when the patient/client has lost decision making capacity. (Adapted from definitions within The Joint Commission Glossary of Terms
56
and the Centers for Medicare and Medicaid Services, Hospital Conditions of Participation).50
State Operations Manual: Appendix A-Survey protocol, regulations and interpretive guidelines for hospitals (Rev. 200, 02-21-20); §482.12(a)(1) Medical Staff, non-physician practitioners; §482.23(c)(3)(i) Verbal Orders; §482.24(c)(2) Orders
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_a_hospitals.pdf
Date accessed: March 29, 2022
b Interprofessional: The term interprofessional is used in this evaluation resource as a universal term. It includes a diverse group of team members (eg, physicians, nurses, dietitian nutritionists, psychologists, epidemiologists, social workers, planners, and other public health professionals), depending on the needs of the individual/population. Interprofessional could also mean interdisciplinary or multidisciplinary.
c Non-physician practitioner: A non-physician practitioner may include a physician assistant, nurse practitioner, clinical nurse specialist, certified registered nurse anesthetist, certified nurse-midwife, clinical social worker, clinical psychologist, anesthesiologist’s assistant, qualified dietitian or qualified nutrition professional. Disciplines considered for privileging by a facility’s governing body and medical staff must be in accordance with state law.
50
,State Operations Manual: Appendix A-Survey protocol, regulations and interpretive guidelines for hospitals (Rev. 200, 02-21-20); §482.12(a)(1) Medical Staff, non-physician practitioners; §482.23(c)(3)(i) Verbal Orders; §482.24(c)(2) Orders
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_a_hospitals.pdf
Date accessed: March 29, 2022
51
The term privileging is not referenced in the Centers for Medicare and Medicaid Services long-term care (LTC) regulations. With publication of the Final Rule revising the Conditions of Participation for LTC facilities effective November 2016, post-acute care settings, such as skilled and long-term care facilities, may now allow a resident’s attending physician the option of delegating order writing for therapeutic diets, nutrition supplements or other nutrition-related services to the qualified dietitian or clinically qualified nutrition professional, if consistent with state law, and organization policies.State Operations Manual. Appendix W-Survey protocol, regulations and interpretive guidelines for critical access hospitals (CAHs) and swing-beds in CAHs (Rev. 200, 02-21-20); §485.635(a)(3)(vii) Dietary Services; §458.635 (d)(3) Verbal Orders; §458.635 (d)(9) Swing-Beds
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_w_cah.pdf
Date accessed: March 29, 2022
53
,Medicare and Medicaid Programs; reform of requirements for long-term care facilities. 42 CFR Parts 405, 431, 447, 482, 483, 485, 488, and 489. Final Rule (FR DOC#2016; pp 68688-68872) – Federal Register October 4, 2016; 81(192):68688-68872; §483.30(f)(2) Physician services (pp 65-66), §483.60 Food and Nutrition Services (pp 89-94), §483.60 Food and Nutrition Services (pp 177-178)
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
54
- Acronyms:
- aWIC=Special Supplemental Nutrition Program for Women Infants and Children (United States) (http://www.fns.usda.gov/wic/women-infants-and-children-wic)
- bBRFSS=Behavioral Risk Factor Surveillance System (http://www.cdc.gov/brfss/index.htm)
- cYRBSS=Youth Risk Behavior Surveillance System (http://www.cdc.gov/HealthyYouth/yrbs/index.htm)
- dNSLP=National School Lunch Program (http://www.fns.usda.gov/nslp/national-school-lunch-program-nslp)
- eNAM=National Academies of Medicine (United States) (https://nam.edu/)
- fDGA=Dietary Guidelines for Americans (http://www.cnpp.usda.gov/dietaryguidelines)
- gCDC=Centers for Disease Control and Prevention (United States) (http://www.cdc.gov)
- hWHO=World Health Organization (http://www.who.int/en/)
- iNASPE=National Standards for Physical Education (http://www.shapeamerica.org/standards/pe/)
- jNHANES=National Health and Nutrition Examination Survey (United States) (http://www.cdc.gov/nchs/nhanes.htm)
- kSHIPs=State Health Improvement Plans (http://www.astho.org/WorkArea/DownloadAsset.aspx?id¼6597)
- lSNAP-Ed=Supplemental Nutrition Assistance Program Education (http://www.fns.usda.gov/snap/supplemental-nutritionassistance-program-education-snap-ed)
- mUSDA=US Department of Agriculture (http://www.usda.gov/wps/portal/usda/usdahome)
- nNGOs=nongovernmental organizations
Figure 5Standards of Professional Performance for Registered Dietitian Nutritionists (RDNs) in Public Health and Nommunity Nutrition. The term customer is used in this evaluation resource as a universal term. Customer could also mean population, client/patient/customer, family, participant, consumer, or any individual, group, or organization to which the RDN collaborates with or provides service.
| Standards of Professional Performance for Registered Dietitian Nutritionists in Public Health and Community Nutrition Standard 1: Quality in Practice The registered dietitian nutritionist (RDN) provides quality services using a systematic process with identified ethics, leadership, accountability, and dedicated resources. Rationale: Quality practice in nutrition and dietetics is built on a solid foundation of education and supervised practice, credentialing, evidence-based practice, demonstrated competence, and adherence to established professional standards. Quality practice requires systematic measurement of outcomes, regular performance evaluations, and continuous improvement. | ||||||
| Indicators for Standard 1: Quality in Practice | ||||||
|---|---|---|---|---|---|---|
| Bold Font Indicators are Academy Core RDN Standards of Professional Performance Indicators | The “X” signifies the indicators for the level of practice | |||||
| Each RDN: | Competent | Proficient | Expert | |||
| 1.1 | Complies with applicable laws and regulations as related to his/her area(s) of practice | X | X | X | ||
| 1.1A | Adheres to laws and regulations regarding discrimination (eg, hiring, contractors, and customers), and provides appropriate signage and training as needed (eg, USDAa nondiscrimination statement) | X | X | X | ||
| 1.2 | Performs within individual and statutory scope of practice and applicable laws and regulations | X | X | X | ||
| 1.2A | Incorporates the Public Health Core Functions and 10 Essential Services in practice (https://www.cdc.gov/publichealthgateway/publichealthservices/essentialhealthservices.html) | X | X | X | ||
| 1.2B | Follows any additional scope of practice requirements related to additional credentialing or position (eg, Certified Health Education Specialist [CHES], Certified Diabetes Care and Education Specialist [CDCES]) | X | X | X | ||
| 1.3 | Adheres to sound business and ethical billing practices applicable to the setting | X | X | X | ||
| 1.3A | Provides accurate and timely financial reports to funders (eg, federal, tribal, state, local or community governmental organizations, foundations, and non-profits) as fiscal stewards of public and philanthropic funds | X | X | |||
| 1.4 | Uses national quality and safety data (eg, National Academies of Sciences, Engineering, and Medicine: Health and Medicine Division, National Quality Forum, Institute for Healthcare Improvement) to improve the quality of services provided and to enhance customer-centered services | X | X | X | ||
| 1.4A | Contributes to interprofessional team to promote understanding and adoption of national quality and safety data | X | X | |||
| 1.4B | Leads local, state, national, and/or international quality initiative efforts to support public health and community nutrition goals and best practices | X | ||||
| 1.5 | Uses a systematic performance improvement model that is based on practice knowledge, evidence, research, and science for delivery of the highest quality services | X | X | X | ||
| 1.5A | Incorporates health behavior theory, logic models, and/or other appropriate models to plan and implement programs and services; consults with more experienced practitioners as needed | X | X | X | ||
| 1.5B | Develops logic models and/or other appropriate models to plan and implement programs and services | X | X | |||
| 1.5C | Mentors less experienced practitioners on using appropriate models to plan and implement programs and services | X | ||||
| 1.6 | Participates in or designs an outcomes-based management system to evaluate safety, effectiveness, quality, person-centeredness, equity, timeliness, and efficiency of practice | X | X | X | ||
| 1.6A | Involves colleagues and others, as applicable, in systematic outcomes management | X | X | X | ||
| 1.6A1 | Engages community members, funders, and interprofessional stakeholders in developing and monitoring outcomes-based management systems | X | X | |||
| 1.6B | Defines expected outcomes | X | X | X | ||
| 1.6B1 | Includes process, impact, and outcome indicators, often with the support of logic models | X | X | X | ||
| 1.6B2 | Relates program outcomes to multi-level outcomes (eg, agency, program, population/individual outcomes/needs) | X | X | |||
| 1.6C | Uses indicators that are specific, measurable, attainable, realistic, and timely (S.M.A.R.T.) | X | X | X | ||
| 1.6C1 | Develops benchmarks to evaluate the success of the nutrition initiative | X | X | |||
| 1.6D | Measures quality of services in terms of structure, process, and outcomes | X | X | X | ||
| 1.6D1 | Considers short-, medium- and long-term outcomes, collaborating across agencies and partners, including cost effectiveness | X | X | |||
| 1.6E | Incorporates electronic clinical quality measures to evaluate and improve care of population/individuals at risk for malnutrition or with malnutrition (www.eatrightpro.org/emeasures) or nutrition/food insecurity | X | X | X | ||
| 1.6E1 | Ensures that nutrition assessment using evidence-based screening tools for the setting and/or population is a component of program planning | X | X | X | ||
| 1.6F | Documents outcomes and patient reported outcomes (eg, PROMIS) | X | X | X | ||
| 1.6F1 | Engages interprofessional partners, including the community, in documenting outcomes and impact | X | X | |||
| 1.6G | Participates in, coordinates, or leads program participation in local, regional or national registries and data warehouses used for tracking, benchmarking, and reporting service outcomes | X | X | X | ||
| 1.7 | Identifies and addresses potential and actual errors and hazards in provision of services or brings to attention of supervisors and team members as appropriate | X | X | X | ||
| 1.7A | Applies food safety and sanitation protocols within food distribution programs | X | X | X | ||
| 1.7B | Works closely with federal, tribal, state, and local regulatory bodies to inform the public on food recalls, supply chain issues and environmental hazards based on epidemiological surveillance data | X | X | |||
| 1.7C | Applies Health Impact Assessments (https://www.cdc.gov/healthyplaces/hia.htm) and/or biostatistical assessments to address unintended consequences | X | X | |||
| 1.7D | Leads, in collaboration with stakeholders, development of processes to identify, address, and prevent errors or hazards (eg, state food safety protocols) | X | ||||
| 1.8 | Compares actual performance to performance goals (ie, Gap Analysis, SWOT Analysis [Strengths, Weaknesses, Opportunities, and Threats], PDSA Cycle [Plan-Do-Study-Act], DMAIC [Define, Measure, Analyze, Improve, Control]) | X | X | X | ||
| 1.8A | Reports and documents action plan to address identified gaps in care and/or service performance | X | X | X | ||
| 1.9 | Evaluates interventions and workflow process(es) and identifies service and delivery improvements | X | X | X | ||
| 1.9A | Participates in dissemination and collection of intervention evaluations | X | X | X | ||
| 1.9B | Engages community members and stakeholders in intervention evaluations (eg, satisfaction surveys, alignment with cultural norms, process and outcome evaluations) | X | X | |||
| 1.9C | Designs systems and process for obtaining community and stakeholder participation in intervention evaluations | X | ||||
| 1.10 | Improves or enhances population/individual care and/or services working with others based on measured outcomes and established goals | X | X | X | ||
| 1.10A | Uses culturally sensitive group engagement processes to improve /enhance services | X | X | X | ||
| 1.10B | Ensures that services account for social determinants of health, health disparities, cultural competence, racial equity, and health equity | X | X | X | ||
| 1.10C | Oversees and revises process and outcome evaluation efforts to improve services | X | X | |||
| 1.10D | Leads the development of performance improvement activities; designs and implements evaluation protocols, analyzes data, and implements improvements | X | ||||
Examples of Outcomes for Standard 1: Quality in Practice
| ||||||
| Standard 2: Competence and Accountability The registered dietitian nutritionist (RDN) demonstrates competence in and accepts accountability and responsibility for ensuring safe, quality practice and services. Rationale: Competence and accountability in practice includes continuous acquisition of knowledge, skills, experience, and judgment in the provision of safe, quality customer-centered service for individuals and populations. | ||||||
| Indicators for Standard 2: Competence and Accountability | ||||||
| Bold Font Indicators are Academy Core RDN Standards of Professional Performance Indicators | The “X” signifies the indicators for the level of practice | |||||
| Each RDN: | Competent | Proficient | Expert | |||
| 2.1 | Adheres to the code(s) of ethics (eg, Academy/CDR, other national organizations, and/or employer code of ethics) | X | X | X | ||
| 2.1A | Applies Public Health Code of Ethics (https://www.apha.org/-/media/files/pdf/membergroups/ethics/code_of_ethics.ashx) and the principle of interdependence of people and the health of the community | X | X | X | ||
| 2.1B | Applies Academy/CDR and Public Health Codes of Ethics within the context of federal, tribal, state, local, and agency guidelines (eg, advocacy guidelines) | X | X | X | ||
| 2.2 | Integrates the Standards of Practice (SOP) and Standards of Professional Performance (SOPP) into practice, self-evaluation, and professional development | X | X | X | ||
| 2.2A | Integrates applicable focus area SOPs and SOPPs into practice according to populations served (eg, Sustainable, Resilient, and Healthy Food and Water Systems, Diabetes Care, Pediatric Nutrition) | X | X | X | ||
| 2.2B | Incorporates the Public Health Community Nutrition SOP and SOPP into human resources systems (eg, job descriptions and performance plans, competence assurance evaluations) | X | X | |||
| 2.3 | Demonstrates and documents competence in practice and delivery of customer-centered service(s) | X | X | X | ||
| 2.3A | Documents the engagement of the community and stakeholders in the delivery of services | X | X | X | ||
| 2.4 | Assumes accountability and responsibility for actions and behaviors | X | X | X | ||
| 2.4A | Identifies, acknowledges, and corrects errors | X | X | X | ||
| 2.4A1 | Reports errors and problems to funding agencies and ethical review boards | X | X | |||
| 2.4B | Uses lessons learned from previous projects | X | X | |||
| 2.4C | Ensures that all staff (including paraprofessionals or colleagues in other disciplines) have adequate training to deliver appropriate services; seeks consultation if needed | X | X | |||
| 2.4D | Directs and develops policies that assure accountability | X | ||||
| 2.5 | Conducts self-assessment at regular intervals | X | X | X | ||
| 2.5A | Identifies needs for professional development | X | X | X | ||
| 2.5B | Uses self-assessment tools such as those incorporated in the Guidelines for Developing and Enhancing Skills in Public Health and Community Nutrition Practice, 3rd Edition (https://www.phcnpg.org/phcn/resources/2018-3rd-edition-the-guide) and/or Maternal Child Health Navigator (https://www.mchnavigator.org/assessment/) | X | X | X | ||
| 2.6 | Designs and implements plans for professional development | X | X | X | ||
| 2.6A | Develops plan and documents professional development activities in career portfolio (eg, organizational policies and procedures, credentialing agency[ies]) | X | X | X | ||
| 2.6A1 | Includes professional development goals around core competencies for public health practice (https://www.phf.org/programs/corecompetencies/Pages/Core_Competencies_Domains.aspx) | X | X | X | ||
| 2.6A2 | Includes professional development goals to develop or enhance knowledge and skills related to public health nutrition categories of practice (eg, nutrition; advocacy; communication; research; policy, systems, and environmental change; and leadership) | X | X | |||
| 2.7 | Engages in evidence-based practice and uses best practices | X | X | X | ||
| 2.7A | Incorporates best practices for addressing the health needs of individuals and population groups | X | X | X | ||
| 2.7B | Collaborates with key partners and allied professionals (eg, urban planners, social workers) to ensure incorporation of evidence-based and best practices from their fields in program planning and implementation | X | X | X | ||
| 2.7C | Uses health behavior theories as the framework for best practices | X | X | X | ||
| 2.7D | Participates in councils, committees, and taskforces that shape evidence-based guidelines and practices supported by policy | X | X | |||
| 2.8 | Participates in peer review of others as applicable to role and responsibilities | X | X | X | ||
| 2.8A | Addresses public health domains in evaluation of self-performance and peer or employee evaluations | X | X | X | ||
| 2.9 | Mentors and/or precepts others | X | X | X | ||
| 2.9A | Guides the professional development and training of paraprofessionals, volunteers, community health workers and promotoras working in the community | X | X | X | ||
| 2.9B | Mentors or serves as a preceptor for community nutrition students and dietetic interns as well as novice public health students considering specialties in nutrition and food systems | X | X | X | ||
| 2.9C | Participates in mentoring students, dietetic interns, entry-level RDNs and RDNs changing field(s) | X | X | |||
| 2.9D | Provides expertise and council to educational institutions related to mentoring and training of community and public health nutrition professionals | X | ||||
| 2.10 | Pursues opportunities (education, training, credentials, certifications) to advance practice in accordance with laws and regulations, and requirements of practice setting | X | X | X | ||
| 2.10A | Remains informed on nutrition practice-related laws and public policy | X | X | X | ||
| 2.10B | Participates in training to ensure that programs are fair and equitable | X | X | X | ||
| 2.10C | Monitors public health nutrition program integrity and gains professional development as it relates to program regulations and nutrition standards (eg, FNSc programming: WICd, CACFPe, NSLPf) | X | X | |||
Examples of Outcomes for Standard 2: Competence and Accountability
| ||||||
| Standard 3: Provision of Services The registered dietitian nutritionist (RDN) provides safe, quality service based on customer expectations, and needs, and the mission, vision, principles, and values of the organization/business. Rationale: Quality programs and services are designed, executed, and promoted based on the RDN’s knowledge, skills, experience, judgment, and competence in addressing the needs and expectations of the organization/business and the populations/individuals it serves. | ||||||
| Indicators for Standard 3: Provision of Services | ||||||
| Bold Font Indicators are Academy Core RDN Standards of Professional Performance Indicators | The “X” signifies the indicators for the level of practice | |||||
| Each RDN: | Competent | Proficient | Expert | |||
| 3.1 | Contributes to or leads in development and maintenance of programs/services that address needs of the population(s) and individual(s) | X | X | X | ||
| 3.1A | Aligns program/service development with the mission, vision, principles, values, and service expectations and outputs of the organization/business | X | X | X | ||
| 3.1A1 | Uses logic models in order to meet the health outcomes of individuals/populations | X | X | X | ||
| 3.1A2 | Collaborates with stakeholders to meet the needs of population(s)/individuals | X | X | |||
| 3.1A3 | Develops programs with short-, medium- and long-term goals with a shared vision of health across all levels of the socio-ecological model in order to maximize the reach and effectiveness of programs | X | ||||
| 3.1B | Uses the needs, expectations, and desired outcomes of the populations/individuals (eg, patients/clients, families, community, decision makers, administrators, client organization[s]) in program/service development | X | X | X | ||
| 3.1B1 | Includes the community, policy makers, and other stakeholders in the development of programs in all stages of program development and implementation | X | X | X | ||
| 3.1B2 | Employs a health equity lens to the development of programs | X | X | X | ||
| 3.1B3 | Integrates population-based/formative assessments findings into service delivery | X | X | |||
| 3.1C | Makes decisions and recommendations that reflect stewardship of time, talent, finances, and environment | X | X | X | ||
| 3.1C1 | Shapes, modifies, and adapts program and service delivery in alignment with population/individual input | X | X | |||
| 3.1C2 | Shapes, modifies, and adapts program and service delivery in alignment with funding requirements and priorities | X | X | |||
| 3.1C3 | Works to transform community environments through population-level programs that promote health equity | X | ||||
| 3.1D | Proposes programs and services that are customer-centered, culturally appropriate, minimize disparities, and promotes health equity | X | X | X | ||
| 3.1D1 | Follows federal guidance (eg, USDA, FNS, and CDCg) to ensure that programming incorporates inclusivity, equality, and equity | X | X | X | ||
| 3.1D2 | Collaborates with community stakeholders in the development, adaptation, and sustainability of programs | X | X | X | ||
| 3.1D3 | Uses and collects data to track changes in health disparities and ensure inclusivity, equality, and equity | X | X | |||
| 3.1D4 | Creates messages and opportunities to address social justice and social equity | X | X | |||
| 3.1D5 | Develops recommendations in collaboration with community stakeholders related to policy, systems, and environmental support | X | ||||
| 3.2 | Promotes public access and referral to credentialed nutrition and dietetics practitioners for quality food and nutrition programs and services | X | X | X | ||
| 3.2A | Contributes to or designs referral systems that promote access to qualified, credentialed nutrition and dietetics practitioners | X | X | X | ||
| 3.2A1 | Ensures that RDNs are part of a interprofessional approach across collaborative programs and efforts | X | X | X | ||
| 3.2A2 | Establishes and/or facilitates networks that include RDNs or nutrition and dietetics technicians, registered and other disciplines who promote PHCN | X | X | |||
| 3.2B | Refers customers to appropriate providers when requested services or identified needs exceed the RDN’s individual scope of practice | X | X | X | ||
| 3.2B1 | Verifies potential referral provider’s care reflects evidence-based information/research and professional standards of practice | X | X | X | ||
| 3.2B2 | Implements established agreements and referral systems for social and health-related services (eg, dental, family planning, community action agencies) | X | X | X | ||
| 3.2B3 | Creates policies and practices that support a strong safety net for populations/individuals | X | X | |||
| 3.2B4 | Establishes agreements and referral systems with health and community partners | X | ||||
| 3.2B5 | Supports referral sources with curriculum and training regarding needs of individual/population | X | ||||
| 3.2C | Monitors effectiveness of referral systems and modifies as needed to achieve desirable outcomes | X | X | X | ||
| 3.2C1 | Collects and uses data to track effectiveness of referral systems (eg, WIC information systems) for targeted outcomes | X | X | X | ||
| 3.2C2 | Shares aggregate referral data and related outcomes of the referral with external partners (eg, reports on smoking rates) | X | X | X | ||
| 3.2C3 | Completes process and outcome evaluation of referral system and reports back to stakeholders and/or funders | X | X | |||
| 3.2C4 | Modifies referral system in collaboration with stakeholders to improve effectiveness | X | X | |||
| 3.3 | Contributes to or designs population- /individual-centered services | X | X | X | ||
| 3.3A | Assesses needs, beliefs/values, goals, resource, and social determinants of health of the population/individual, | X | X | X | ||
| 3.3A1 | Conducts needs assessments (eg, community health assessments) in partnership with community stakeholders; consults with more experienced practitioners as needed | X | X | X | ||
| 3.3A2 | Develops targeted, tailored, and/or personalized services based on needs assessments and cultural norms | X | X | X | ||
| 3.3A3 | Conducts formative assessments/research in developing services | X | X | |||
| 3.3B | Uses knowledge of the population’s/individual’s health conditions, cultural beliefs, and business objectives/services to guide design and delivery of customer-centered services | X | X | X | ||
| 3.3B1 | Collaborates with community stakeholders to ensure comprehensive services | X | X | X | ||
| 3.3B2 | Tailors interventions based on health behavior theory (eg, stages of change, socio-ecological model, social cognitive theory) | X | X | X | ||
| 3.3B3 | Uses common terminology with community stakeholders to promote nutrition initiatives/services | X | X | X | ||
| 3.3B4 | Creates programs tailored to populations’ needs based on nutrition-related factors identified in assessments | X | X | |||
| 3.3B5 | Convenes stakeholder meetings to continually incorporate feedback from community partners into nutrition-related programming | X | X | |||
| 3.3B6 | Co-designs nutrition interventions with community partners and stakeholders (eg, uses spectrum of public health participation framework; https://www.iap2.org/mpage/Home) | X | ||||
| 3.3C | Communicates principles of disease prevention and behavioral change appropriate to the customer or target population | X | X | X | ||
| 3.3C1 | Communicates the relationship between food, environment/systems, and disease prevention as the foundation for nutrition education, programs, and prevention approaches | X | X | X | ||
| 3.3C2 | Connects food and the environment/systems using the socio-ecological model for clients, individuals, populations, and stakeholders | X | X | |||
| 3.3C3 | Supports and creates opportunities for systems-level long-term interventions to improve health equity for populations/individuals | X | ||||
| 3.3D | Collaborates with the population/individual to set priorities, establish goals, and create population-/individual-centered action plans to achieve desirable outcomes | X | X | X | ||
| 3.3D1 | Uses and prioritizes a participatory process to engage populations/individuals at all steps | X | X | X | ||
| 3.3E | Involves customers in decision making | X | X | X | ||
| 3.4 | Executes programs/services in an organized, collaborative, cost effective, and customer-centered manner | X | X | X | ||
| 3.4A | Collaborates and coordinates with peers, colleagues, stakeholders, and within interprofessional b teamsInterprofessional: The term interprofessional is used in this evaluation resource as a universal term. It includes a diverse group of team members (eg, physicians, nurses, dietitian nutritionists, psychologists, epidemiologists, social workers, planners, and other public health professionals), depending on the needs of the population/individual. Interprofessional could also mean interdisciplinary or multidisciplinary. | X | X | X | ||
| 3.4A1 | Consults and provides expertise with partners and stakeholders to ensure evidence-based nutrition services | X | X | X | ||
| 3.4A2 | Shares initiatives and health outcomes of services with all levels of stakeholders and policy makers (eg, evaluations shared with government and legislature, policy makers, school communities); consults with more experienced practitioners as needed | X | X | |||
| 3.4A3 | Ensures that nutrition is integrated in interprofessional programs across the life span (eg, childcare, schools, senior programs) | X | X | |||
| 3.4A4 | Leads interprofessional and/or interagency teams addressing community and public health nutrition priorities | X | ||||
| 3.4B | Uses and participates in, or leads in the selection, design, execution, and evaluation of population/individual programs and services (eg, nutrition screening system, medical and retail foodservice, electronic health records, interprofessional programs, community education, grant management) | X | X | X | ||
| 3.4B1 | Comments on state and federal rules to actively shape nutrition programs (eg, MCHBh block grant and federal food/nutrition assistance programs) | X | X | X | ||
| 3.4B2 | Incorporates social determinants of health and health equity into program and service evaluation | X | X | |||
| 3.4B3 | Communicates feasibility and fiscal implications of services with funders, policy makers, and stakeholders | X | ||||
| 3.4B4 | Justifies public dollars and ROIi based on services | X | ||||
| 3.4B5 | Writes and reviews guidelines and regulations for local, state, tribal, and federal programs | X | ||||
| 3.4C | Uses and develops or contributes to selection, design and maintenance of policies, procedures (eg, discharge planning/transitions of care, emergency planning), protocols, standards of care, technology resources (eg, Health Insurance Portability and Accountability Act [HIPAA]-compliant telehealth platforms), and training materials that reflect evidence-based practice in accordance with applicable laws and regulations | X | X | X | ||
| 3.4C1 | Participates in training on policies and procedures | X | X | X | ||
| 3.4C2 | Conducts reviews to ensure that policies and procedures are followed | X | X | |||
| 3.4C3 | Demonstrates effectiveness of staff training in compliance with policies and procedures | X | X | |||
| 3.4C4 | Ensures that program staff have the appropriate technology, infrastructure, and tools to implement programs/services according to policies and procedures | X | X | |||
| 3.4C5 | Coordinates and critically examines access to and infrastructure for food and water, especially during public health emergencies (eg, ensures refrigeration transportation and storage; supply chain disruptions) | X | X | |||
| 3.4C6 | Documents that policies and practices are being implemented appropriately to provide a data-driven practice | X | X | |||
| 3.4C7 | Solicits funds for safe and healthy food and water and the infrastructure for safe delivery and transport, especially during public health emergencies | X | ||||
| 3.4C8 | Interprets federal regulations for local and state policy implementation | X | ||||
| 3.4C9 | Conducts feasibility analyses to ensure alignment with expected outcomes and sustainability | X | ||||
| 3.4C10 | Forecasts financing and mechanisms for funding nutrition services | X | ||||
| 3.4D | Uses and participates in or develops processes for order writing and other nutrition-related privileges, in collaboration with the medical staff, or medical director (eg, post-acute care settings, dialysis center, public health, community, free-standing clinic settings), consistent with state practice acts, federal, tribal, state, and local regulations, organization policies, and medical staff rules, regulations, and bylaws | X | X | X | ||
| 3.4D1 | Uses and participates in or leads development of processes for privileges or other facility-specific processes related to (but not limited to) implementing physician/non-physician practitioner d -driven delegated orders or protocols, initiating or modifying orders for therapeutic diets, medical foods/nutrition supplements, dietary supplements, enteral and parenteral nutrition, laboratory tests, medications, and adjustments to fluid therapies or electrolyte replacementsNon-physician practitioner: A non-physician practitioner may include a physician assistant, nurse practitioner, clinical nurse specialist, certified registered nurse anesthetist, certified nurse-midwife, clinical social worker, clinical psychologist, anesthesiologist’s assistant, qualified dietitian or qualified nutrition professional. Disciplines considered for privileging by a facility’s governing body and medical staff must be in accordance with state law.50,51 The term privileging is not referenced in the Centers for Medicare and Medicaid Services Long-Term Care (LTC) Regulations. With publication of the Final Rule revising the Conditions of Participation for LTC facilities effective November 2016, post-acute care settings, such as skilled and long-term care facilities, may now allow a resident’s attending physician the option of delegating order writing for therapeutic diets, nutrition supplements or other nutrition-related services to the qualified dietitian or clinically qualified nutrition professional, if consistent with state law, and organization policies.53,54 Acronyms:aUSDA=United States Department of Agriculture (http://www.usda.gov/wps/portal/usda/usdahome) aDGAs=Dietary Guidelines for Americans (http://www.cnpp.usda.gov/dietaryguidelines)bMNT=Medical Nutrition TherapycFNS=USDA Food and Nutrition Service (http://www.fns.usda.gov/)dWIC=Special Supplemental Nutrition Program for Women Infants and Children (U.S.) (http://www.fns.usda.gov/wic/women-infants-and-children-wic)eCACFP=Child and Adult Care Food Program (U.S.) (http://www.fns.usda.gov/cacfp/child-and-adult-care-food-program)fNSLP=National School Lunch Program (http://www.fns.usda.gov/nslp/national-school-lunch-program-nslp)gCDC=Centers for Disease Control and Prevention (U.S.) (http://www.cdc.gov)hMCHB=Maternal and Child Health Bureau (http://mchb.hrsa.gov/)iROI=Return on investmentjEAL=Academy of Nutrition and Dietetics Evidence Analysis Library (http://andeal.org)kAPHA=American Public Health Association (http://www.apha.org)lNAM= National Academies of Medicine (United States) (https://nam.edu/)mWHO=World Health Organization (http://www.who.int/en/)nHRSA=Health Resources and Services Administration (http://www.hrsa.gov/index.html)oUSPSTF=US Preventive Services Task Force (http://www.uspreventiveservicestaskforce.org/)pHHS=US Department of Health and Human Services (http://www.hhs.gov/)qAAP=American Academy of Pediatrics (https://www.aap.org/en-us/Pages/Default.aspx)rDANEH=Developing and Assessing Nutrition Education Handouts (http://healthyfoodbankhub.feedingamerica.or/wp-content/uploads/2013/12/Nutrition-Education-Handout-Checklist-rev-10-17-13.pdf)sHECAT=Health Education Curriculum Analysis Tool (http://www.cdc.gov/healthyyouth/HECAT/)tCQI=Continuous Quality Improvement | X | X | X | ||
| 3.4D2 | Uses and participates in or leads development of processes for privileging for provision of nutrition-related services, including (but not limited to) initiating and performing bedside swallow screenings, inserting and monitoring nasoenteric feeding tubes, providing home enteral nutrition or infusion management services (eg, ordering formula and supplies), and indirect calorimetry measurements | X | X | X | ||
| 3.4D3 | Complies with federal, tribal, state, and local regulations to administer individual nutrition services (eg, special WIC formulas and special diets in schools) | X | X | X | ||
| 3.4E | Complies with established billing regulations, organization policies, grant funder guidelines, if applicable to role and setting, and adheres to ethical and transparent financial management and billing practices | X | X | X | ||
| 3.4E1 | Collects data to support funding and program costs | X | X | X | ||
| 3.4E2 | Manages financial operations in accordance with grant/funding requirements and guidelines | X | X | |||
| 3.4E3 | Oversees rules regarding braid (mixing and intertwining) funding (eg, state money with foundation funds) are being followed | X | ||||
| 3.4E4 | Maximizes population impact by leveraging funding and institutes policies and practices to prevent supplanting of funds | X | ||||
| 3.4F | Communicates with the interprofessional team and referring party consistent with the HIPAA rules for use and disclosure of customer’s personal health information | X | X | X | ||
| 3.4F1 | Operates in accordance with local, state, federal, and tribal guidance on disclosure/protection of personal identifying information | X | X | X | ||
| 3.5 | Uses professional, technical, and support personnel appropriately in the delivery of population-/individual-centered care or services in accordance with laws, regulations, and organization policies and procedures | X | X | X | ||
| 3.5A | Assigns activities, including direct care to populations/individuals, consistent with the qualifications, experience, and competence of professional, technical, and support personnel | X | X | X | ||
| 3.5A1 | Designs procedures to appropriately assign referrals based on nutrition risk and competence level of health professionals (eg, support personnel such as paraprofessionals providing nutrition education in WIC) | X | X | |||
| 3.5A2 | Creates and provides continuing education for staff at all levels and partnering agencies | X | X | |||
| 3.5B | Supervises professional, technical, and support personnel | X | X | X | ||
| 3.6 | Designs and implements food delivery systems to meet the needs of individuals/target populations | X | X | X | ||
| 3.6A | Collaborates in or leads the design of food delivery systems to address health care needs and outcomes (including nutrition status), ecological sustainability, and to meet the culture and related needs and preferences of target populations (ie, health care patients/clients, employee groups, visitors to retail venues, schools, child and adult day care centers, community feeding sites, farm to institution initiatives, local food banks) | X | X | X | ||
| 3.6A1 | Tailors food availability within federal programs (eg, WIC food packages) to populations’ and individuals’ needs | X | X | X | ||
| 3.6A2 | Supports and leverages increased healthy food access across food assistance programs (eg, food banks and food assistance programs) | X | X | X | ||
| 3.6A3 | Collaborates with interprofessional partners to create and improve access to healthy food systems (eg, farmers markets, healthy food financing, food policy councils/ coalitions, community supported agriculture initiatives) | X | X | X | ||
| 3.6A4 | Participates in outreach and/or referrals to ensure those who are eligible participate in federal food/nutrition assistance programs | X | X | X | ||
| 3.6A5 | Considers access to food and water delivery systems, (eg, during public health emergencies) | X | X | X | ||
| 3.6A6 | Advocates for public and private food outlets to be considered essential services, especially during public health emergencies | X | X | |||
| 3.6B | Participates in, consults/collaborates with, or leads the development of menus to address health, nutritional, and cultural needs of population(s) consistent with federal, tribal, state or funding source regulations or guidelines | X | X | X | ||
| 3.6B1 | Provides age- and culturally-appropriate menu recommendations for federally-funded nutrition programs (eg, fruit and vegetable snacks for early childhood education and texture-friendly meals for home delivered meals) | X | X | X | ||
| 3.6B2 | Engages in menu-planning guidelines/regulation development with state licensing authorities | X | X | |||
| 3.6B3 | Informs the development of meal plans/patterns at the federal level (eg, National School Lunch Program [NSLP] meal patterns) | X | ||||
| 3.6C | Participates in, consults/collaborates with, or leads interprofessional process for determining medical foods/nutritional supplements, dietary supplements, enteral and parenteral nutrition formularies, and delivery systems for target population(s) | X | X | X | ||
| 3.7 | Maintains records of services provided | X | X | X | ||
| 3.7A | Documents according to organization policies, procedures, standards, and systems including electronic health records | X | X | X | ||
| 3.7A1 | Creates reports as required by state, tribal and federal program regulations and/or grant requirements | X | X | |||
| 3.7B | Implements data management systems to support interoperable data collection, maintenance, and utilization | X | X | X | ||
| 3.7B1 | Transfers local and state data to federal agencies (eg, USDA Participant Characteristics Report) | X | X | X | ||
| 3.7B2 | Participates in nutrition surveillance systems | X | X | X | ||
| 3.7B3 | Aligns measures with state, tribal, and federal recommendations | X | X | |||
| 3.7B4 | Creates data management systems for local and state nutrition surveillance | X | X | |||
| 3.7B5 | Implements the collection of new measures and data in order to improve understanding of impact of services | X | ||||
| 3.7C | Uses data to document outcomes of services (ie, staff productivity, cost/benefit, budget compliance, outcomes, quality of services) and provide justification for maintenance or expansion of services | X | X | X | ||
| 3.7C1 | Monitors and documents short-, medium- and long-term outcomes | X | X | X | ||
| 3.7C2 | Shares program outcomes and impact with the program participants, stakeholders, and public | X | X | X | ||
| 3.7C3 | Provide structure and systems for staff to create reports to identify program outcomes and gaps | X | X | |||
| 3.7C4 | Uses data to guide strategic decisions about programming and services | X | ||||
| 3.7D | Uses data to demonstrate program/service achievements and compliance with accreditation standards, laws, and regulations | X | X | X | ||
| 3.7D1 | Conducts (eg, though management evaluations) reviews to ensure compliance with state policies and tribal and federal regulations | X | X | |||
| 3.8 | Advocates for provision of quality food and nutrition services as part of public policy | X | X | X | ||
| 3.8A | Communicates with policy makers regarding the benefit/cost of quality food and nutrition services | X | X | X | ||
| 3.8A1 | Identifies policies and proposed legislation at local, state, tribal, federal, and international levels that impact public health nutrition | X | X | X | ||
| 3.8A2 | Considers organization policies related to advocacy | X | X | X | ||
| 3.8A3 | Promotes policy change in support of public health and community nutrition services | X | X | |||
| 3.8A4 | Collaborates with groups working on public health nutrition policies and legislation at local, state, tribal, federal, and international levels | X | X | |||
| 3.8A5 | Performs public health and community nutrition policy analysis, identifies gaps and opportunities in current public policies, and adjusts strategies as needed | X | ||||
| 3.8A6 | Develops and implements a communication plan to educate policy makers about benefit/cost of quality public health and community nutrition services | X | ||||
| 3.8B | Advocates in support of food and nutrition programs and services for populations with special needs and chronic conditions | X | X | X | ||
| 3.8B1 | Advances access to healthy food/water and food assistance programs for underserved populations including underserved groups (eg, individuals living on reservations) | X | X | X | ||
| 3.8C | Advocates for protection of the public through multiple avenues of engagement (eg, legislative action, establishing effective relationships with elected leaders and regulatory officials, participation in various Academy committees, workgroups and task forces, Dietetic Practice Groups, Member Interest Groups, and State Affiliates) | X | X | X | ||
| 3.8C1 | Serves on local, state, tribal, federal, or international committees that support policies and initiatives that improve the delivery of public health and community nutrition as appropriate to experience and skill level | X | X | X | ||
| 3.8C2 | Organizes dynamic grassroots campaigns to educate and engage the community on benefit/cost of quality public health and community nutrition services | X | X | |||
| 3.8C3 | Provides leadership to colleagues (RDNs, community members, and other public health professionals) on nutrition and public policy | X | X | |||
| 3.8C4 | Facilitates forums about proposed legislation, rules, or codes that impact the delivery of quality public health and community nutrition services | X | X | |||
| 3.8C5 | Takes on leadership roles in local, state, and national advisory groups related to public health nutrition laws and regulations | X | ||||
| 3.8C6 | Develops draft legislation or policies in cooperation with policy makers that advance public health and community nutrition services | X | ||||
Examples of Outcomes for Standard 3: Provision of Services
| ||||||
| Standard 4: Application of Research The registered dietitian nutritionist (RDN) applies, participates in, and/or generates research to enhance practice. Evidence-based practice incorporates the best available research/evidence and information in the delivery of nutrition and dietetics services. Rationale: Application, participation, and generation of research promote improved safety and quality of nutrition and dietetics practice and services. | ||||||
| Indicators for Standard 4: Application of Research | ||||||
| Bold Font Indicators are Academy Core RDN Standards of Professional Performance Indicators | The “X” signifies the indicators for the level of practice | |||||
| Each RDN: | Competent | Proficient | Expert | |||
| 4.1 | Reviews best available research/evidence and information for application to practice | X | X | X | ||
| 4.1A | Understands basic research design and methodology | X | X | X | ||
| 4.1B | Identifies evidence-based information from multiple disciplines and sources (eg, government, national/international nongovernmental organization publications) | X | X | X | ||
| 4.1C | Demonstrates understanding of research design and methodology, data collection, interpretation of results, and application within individual and population groups | X | X | |||
| 4.1D | Demonstrates the experience and critical thinking skills required to evaluate strength of original research, including limitations and potential bias, and evidence-based guidelines relevant to public health and community nutrition | X | X | |||
| 4.2 | Uses best available research/evidence and information as the foundation for evidence-based practice | X | X | X | ||
| 4.2A | Follows evidence-based practice guidelines and recommendations (eg, Academy EALj, APHAk, NAMl, CDC, WHOm, HRSAn, USDA, MCHB, USPSTFo, HHSp, AAPq) to provide quality care and services for populations and communities | X | X | X | ||
| 4.2B | Interprets current research in public health and community nutrition and related areas and applies to professional practice as appropriate | X | X | X | ||
| 4.2C | Uses the Academy EAL as a resource in writing or reviewing research papers | X | X | X | ||
| 4.2D | Incorporates latest evidence to support delivery of public health programs and services in grant proposals | X | X | |||
| 4.2E | Applies an evidence-based approach to develop and/or evaluate programs and services in relationship to existing public health nutrition research, laws/regulations, and recommendations | X | ||||
| 4.3 | Integrates best available research/evidence and information with best practices, clinical and managerial expertise, and customer values | X | X | X | ||
| 4.3A | Creates opportunities for community engagement to address population needs in public health and community nutrition research and evaluation | X | X | X | ||
| 4.3B | Evaluates and responds to the unintended consequences and externalities of public health and community nutrition practice | X | X | |||
| 4.3C | Mentors others in identifying and applying best available research/evidence and best practices to integrate into practice | X | ||||
| 4.4 | Contributes to the development of new knowledge and research in nutrition and dietetics | X | X | X | ||
| 4.4A | Uses evidence-based guidelines, best practices, and experience to generate new knowledge and contribute to development of guidelines, programs, and policies in public health and community nutrition | X | X | X | ||
| 4.4B | Participates in interprofessional research teams to address public health and community nutrition issues | X | X | X | ||
| 4.4C | Initiates research and evaluation with population groups to address public health and community nutrition needs in collaboration with others (eg, biostatistician, epidemiologist) | X | X | |||
| 4.4D | Evaluates the impact of public health and community nutrition services on environmental, economic, social, and health outcomes | X | X | |||
| 4.4E | Contributes to the development of evidence-based practice guidelines and position papers related to public health and community nutrition | X | X | |||
| 4.4F | Functions as an author or major contributor or reviewer of research and organization position papers, and other scholarly work | X | ||||
| 4.4G | Serves as advisor, mentor, preceptor, and/or committee member for graduate-level research | X | ||||
| 4.5 | Promotes application of research in practice through alliances or collaboration with food and nutrition and other professionals and organizations | X | X | X | ||
| 4.5A | Participates as a member/consultant to collaborative teams addressing public health and community nutrition issues by providing evidence-based expertise | X | X | X | ||
| 4.5B | Disseminates the results and emphasizes the significance and value of public health and community nutrition research findings | X | X | X | ||
| 4.5C | Identifies stakeholder groups and their public health and community nutrition priorities for further research collaborations | X | X | |||
| 4.5D | Advocates to stakeholder organizations for prioritizing and funding of public health and community nutrition research projects | X | ||||
| 4.5E | Serves as a primary or senior investigator in collaborative research and evaluation teams that examines relationships among environmental, economic, social, and health outcomes | X | ||||
Examples of Outcomes for Standard 4: Application of Research
| ||||||
| Standard 5: Communication and Application of Knowledge The registered dietitian nutritionist (RDN) effectively applies knowledge and expertise in communications. Rationale: The RDN works with others to achieve common goals by effectively sharing and applying unique knowledge, skills, and expertise in food, nutrition, dietetics, and management services. | ||||||
| Indicators for Standard 5: Communication and Application of Knowledge | ||||||
| Bold Font Indicators are Academy Core RDN Standards of Professional Performance Indicators | The “X” signifies the indicators for the level of practice | |||||
| Each RDN: | Competent | Proficient | Expert | |||
| 5.1 | Communicates and applies current knowledge and information based on evidence | X | X | X | ||
| 5.1A | Demonstrates critical thinking and problem-solving skills when communicating with others | X | X | X | ||
| 5.1A1 | Incorporates appropriate communication strategies to meet the needs of internal and external partners/stakeholders | X | X | X | ||
| 5.1A2 | Evaluates and addresses environmental, economic, social, and health variables in communications with diverse stakeholders | X | X | |||
| 5.1B | Addresses potential bias (eg, funding, motivation, values) and the importance of transparency in public health and community nutrition-related science | X | X | X | ||
| 5.1C | Models critical thinking skills and provides open and inclusive environments for discussions | X | X | |||
| 5.2 | Selects appropriate information and the most effective communication method or format that considers customer-centered care and the needs of the individual/group/population | X | X | X | ||
| 5.2A | Uses communication methods (ie, oral, print, one-on-one, group, visual, electronic, and social media) targeted to various audiences | X | X | X | ||
| 5.2A1 | Considers the current knowledge and viewpoints of the audience related to PHCN issues and responds to concerns in a respectful manner | X | X | X | ||
| 5.3A2 | Communicates public health and community nutrition information and trends through social media networks | X | X | X | ||
| 5.3A3 | Adapts public health and community nutrition information and trends through different communication methods with consideration for audience | X | X | |||
| 5.2B | Uses information technology to communicate, disseminate, manage knowledge, and support decision making | X | X | X | ||
| 5.2B1 | Adapts messaging for different information technology communication tools | X | X | |||
| 5.2B2 | Implements systems including health/management information systems in order to facilitate, communicate, and collaborate with partners to deliver services (eg, WIC electronic prescription systems and closed-loop electronic referral systems) | X | ||||
| 5.2C | Incorporates health literacy, cultural competence, and developmental appropriateness in communications and educational materials | X | X | X | ||
| 5.2C1 | Evaluates materials for health literacy, cultural competence, developmental appropriateness (eg, CDC’s Simply Put, Academy DANEHr, HECATs) | X | X | X | ||
| 5.3C2 | Adapts public health and community nutrition materials with consideration for health equity messaging (eg, ensuring messaging does not reinforce stigmatizing content or images) | X | X | |||
| 5.2C3 | Advises others as a subject matter expert on health literacy, cultural competence, developmental appropriateness | X | ||||
| 5.3 | Integrates knowledge of food and nutrition with knowledge of health, culture, social sciences, communication, informatics, sustainability, and management | X | X | X | ||
| 5.3A | Networks with multilevel partners and stakeholders that impact federal, tribal, state, and local PHCN programs | X | X | X | ||
| 5.3A1 | Addresses the environment, policy, and systems with regards to nutrition/food access and community needs | X | X | |||
| 5.3A2 | Leads activities that engage multilevel partners and stakeholders in collaborations around local, state, tribal, national, and/or international public health and community nutrition programs | X | ||||
| 5.4 | Shares current, evidence-based knowledge, and information with various audiences | X | X | X | ||
| 5.4A | Guides customers, families, students, and interns in the application of knowledge and skills | X | X | X | ||
| 5.4A1 | Provides interprofessional education and experiential learning opportunities to staff | X | X | |||
| 5.4A2 | Contributes to the education and professional development of RDNs, public health and/or health care professionals through formal and informal mentoring/teaching | X | X | |||
| 5.4A3 | Expands course curricula, site-specific learning activities and research projects to include public health and community nutrition principles and application | X | ||||
| 5.4B | Assists individuals and groups to identify and secure appropriate and available educational and other resources and services | X | X | X | ||
| 5.4B1 | Promotes and supports programs, businesses, policies, and resources that incorporate public health and community nutrition principles | X | X | X | ||
| 5.5B2 | Provides and communicates referrals to social service resources in PHCN programs | X | X | X | ||
| 5.5B3 | Implements interprofessional referral systems to connect public health and community nutrition education, services, and resources | X | X | |||
| 5.5B4 | Creates tiered assistance approaches based on cultural and language needs | X | ||||
| 5.4C | Uses professional writing and verbal skills in all types of communications | X | X | X | ||
| 5.4C1 | Sharpens written and oral communication skills with the ability to translate complex scientific and policy information to the public | X | X | X | ||
| 5.4C2 | Disseminates public health and community nutrition lessons learned and best practices | X | X | X | ||
| 5.5C3 | Collaborates with language translation and interpretation services based on the audience to ensure written and verbal communications are provided in relevant languages | X | X | X | ||
| 5.4C4 | Develops grants and white papers, delivers presentations, and authors books and articles that incorporate public health and community nutrition for peers, consumers, health professionals, community groups, policy makers, and food systems leaders | X | X | |||
| 5.4C5 | Functions as an expert or media spokesperson on public health and community nutrition (eg, interviews, guest commentary, editorials) | X | ||||
| 5.4D | Reflects knowledge of population characteristics in communication methods (eg, literacy and numeracy levels, need for translation of written materials and/or a translator, and communication skills, and learning, hearing, or vision disabilities) | X | X | X | ||
| 5.4D1 | Disseminates nutrition recommendations and tailors communications to population groups and individuals | X | X | X | ||
| 5.4D2 | Uses health equity principles to ensure inclusive communication (eg, uses inclusive language) | X | X | |||
| 5.5 | Establishes credibility and contributes as a food and nutrition resource within the interprofessional public health and management team, organization, and community | X | X | X | ||
| 5.5A | Conducts activities and provides resources to educate members of the interprofessional team about public health and community nutrition, its applications and impacts on human, environmental, economic, and social health | X | X | X | ||
| 5.5B | Participates in interprofessional collaborations at a systems level (eg, community advisory boards, food policy councils/coalitions, licensure boards) | X | X | |||
| 5.5C | Translates evidence-based research (eg, epidemiological trends, program outcomes) and policy to practical application in communications with diverse stakeholders and the public | X | X | |||
| 5.5D | Serves as an expert in public health and community nutrition with diverse stakeholders | X | X | |||
| 5.5E | Contributes nutrition-related expertise to high-level national projects and professional organizations (eg, USDA programs, Healthy People, NAM) | X | ||||
| 5.6 | Communicates performance improvement and research results through publications and presentations | X | X | X | ||
| 5.6A | Presents evidence-based public health and community nutrition research and information to community groups and colleagues | X | X | X | ||
| 5.6B | Interprets demographics, statistical, epidemiological, programmatic, and scientific information | X | X | |||
| 5.6C | Serves in a leadership role for public health community nutrition-related scholarly work (eg, reviewer, editor, editorial advisory board) and in program planning for conferences (eg, local, regional, national, and international) | X | ||||
| 5.6D | Directs collation of research data (eg, position papers, practice papers, meta-analysis, review articles) into publications and presentations | X | ||||
| 5.6E | Translates performance improvement and research findings for incorporation into development of policies, regulations, procedures, and guidelines | X | ||||
| 5.7 | Seeks opportunities to participate in and assume leadership roles with local, state, tribal, and national professional and community-based organizations (eg, government-appointed advisory boards, community coalitions, schools, foundations or non-profit organizations serving the food insecure) providing food and nutrition expertise | X | X | X | ||
| 5.7A | Functions as a public health and community nutrition resource as an active member of local/state/national organizations | X | X | X | ||
| 5.7B | Participates in interprofessional leadership teams providing food and nutrition expertise | X | X | |||
| 5.7C | Serves as a subject matter expert in public health and community nutrition with local, state, national organizations | X | ||||
| 5.7D | Manages and directs the integration of public health and community nutrition principles within larger systems | X | ||||
| 5.7E | Develops, directs, and manages PHCN professional workshops, conferences, and meetings, ensuring diversity, equity, and inclusion in conference experts and attendees | X | ||||
Examples of Outcomes for Standard 5: Communication and Application of Knowledge
| ||||||
| Standard 6: Utilization and Management of Resources The registered dietitian nutritionist (RDN) uses resources effectively and efficiently. Rationale: The RDN demonstrates leadership through strategic management of time, finances, facilities, supplies, technology, natural and human resources. | ||||||
| Indicators for Standard 6: Utilization and Management of Resources | ||||||
| Bold Font Indicators are Academy Core RDN Standards of Professional Performance Indicators | The “X” signifies the indicators for the level of practice | |||||
| Each RDN: | Competent | Proficient | Expert | |||
| 6.1 | Uses a systematic approach to manage resources and improve outcomes | X | X | X | ||
| 6.1A | Uses logic model or other appropriate models to guide the planning, implementation, and evaluation of services | X | X | X | ||
| 6.1B | Manages and implements information management systems to disseminate resources, policies, and trainings while maximizing staff resources | X | X | |||
| 6.1C | Implements programs with long-term sustainability plans, leveraging diverse resources and funding streams | X | X | |||
| 6.1D | Integrates the use of project management tools to ensure compliance with grant deliverables, timelines, and work plans | X | X | |||
| 6.1E | Oversees the responsible and accurate management of sub-grants in order to achieve comprehensive outcomes | X | ||||
| 6.2 | Evaluates management of resources with the use of standardized performance measures and benchmarking as applicable | X | X | X | ||
| 6.2A | Uses the Standards of Excellence Metric Tool to self-assess quality in leadership, organization, practice, and outcomes for an organization (www.eatrightpro.org/excellencetool) | X | X | X | ||
| 6.2B | Participates in operational planning of food, nutrition, and public health and community nutrition programs (eg, grant writing, management of deliverables, collecting program evaluation data, budgeting staff and resources in accordance with grant allocation and expected outcomes) | X | X | X | ||
| 6.2C | Manages effective delivery of nutrition programs and services (eg, business and marketing planning, cost-benefit analysis, program administration, delivery of programs, materials development, program evaluation) related to public health and community nutrition programs | X | X | |||
| 6.2D | Directs or manages business and strategic planning for the design and delivery of nutrition services in public health and community nutrition for federal, tribal, state, and/or local settings | X | ||||
| 6.2E | Directs operational review reflecting evaluation of performance and benchmarking data to manage resources and modifications for design and delivery of PHCN programs and services | X | ||||
| 6.3 | Evaluates safety, effectiveness, efficiency, productivity, sustainability practices, and value while planning and delivering services and products | X | X | X | ||
| 6.3A | Incorporates formative evaluation through a participatory approach including diverse stakeholders and community members | X | X | X | ||
| 6.3B | Assesses and communicates short-, medium-, and long-term program effectiveness given the use of public funds to deliver services | X | X | |||
| 6.3C | Ensures organization practices are in concert with changes in the public health and community nutrition system and the larger social, political, and economic environment | X | ||||
| 6.3D | Implements CQIt processes for assessing and adapting practices related to public health and community nutrition effectiveness and safety, especially during public health emergencies | X | ||||
| 6.4 | Participates in quality assurance and performance improvement (QAPI) and documents outcomes and best practices relative to resource management | X | X | X | ||
| 6.4A | Engages the community and stakeholders in CQI processes that are inclusive and centers health equity | X | X | X | ||
| 6.4B | Anticipates outcomes and consequences of different approaches and makes necessary modifications to achieve desired outcomes (eg, health impact assessment process) in context of resources | X | X | |||
| 6.4C | Evaluates QAPI processes and communicates outcomes and best practices to leadership, stakeholders, and customers | X | X | |||
| 6.4D | Reports outcomes of delivery of services against goals and performance targets | X | X | |||
| 6.4E | Directs the development and management of CQI systems (eg, fiscal, personnel, services, materials, data) | X | ||||
| 6.4F | Partners with health economists to assess ROI of services and programs | X | ||||
| 6.5 | Measures and tracks trends regarding internal and external customer outcomes (eg, satisfaction, key performance indicators) | X | X | X | ||
| 6.5A | Conducts regular surveys with participants and stakeholders to assess population/individual satisfaction | X | X | X | ||
| 6.5B | Communicates the need for change based on collected data | X | X | X | ||
| 6.5C | Resolves internal and external challenges and barriers that may affect the delivery of essential public health and community nutrition services | X | X | |||
| 6.5D | Analyzes and disseminates public health and community nutrition data and trends to inform the adoption of new policies and approaches to improve outcomes | X | ||||
Examples of Outcomes for Standard 6: Utilization and Management of Resources
| ||||||
a PROMIS: The Patient-Reported Outcomes Measurement Information System (PROMIS) (https://commonfund.nih.gov/promis/index) is a reliable, precise measure of patient-reported health status for physical, mental, and social well-being. PROMIS is a web-based resource and is publicly available.
b Interprofessional: The term interprofessional is used in this evaluation resource as a universal term. It includes a diverse group of team members (eg, physicians, nurses, dietitian nutritionists, psychologists, epidemiologists, social workers, planners, and other public health professionals), depending on the needs of the population/individual. Interprofessional could also mean interdisciplinary or multidisciplinary.
c Medical staff: Medical staff is composed of doctors of medicine or osteopathy and may in accordance with State law, including scope of practice laws, include other categories of physicians, and non-physician practitioners who are determined to be eligible for appointment by the governing body.
50
State Operations Manual: Appendix A-Survey protocol, regulations and interpretive guidelines for hospitals (Rev. 200, 02-21-20); §482.12(a)(1) Medical Staff, non-physician practitioners; §482.23(c)(3)(i) Verbal Orders; §482.24(c)(2) Orders
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_a_hospitals.pdf
Date accessed: March 29, 2022
d Non-physician practitioner: A non-physician practitioner may include a physician assistant, nurse practitioner, clinical nurse specialist, certified registered nurse anesthetist, certified nurse-midwife, clinical social worker, clinical psychologist, anesthesiologist’s assistant, qualified dietitian or qualified nutrition professional. Disciplines considered for privileging by a facility’s governing body and medical staff must be in accordance with state law.
50
,State Operations Manual: Appendix A-Survey protocol, regulations and interpretive guidelines for hospitals (Rev. 200, 02-21-20); §482.12(a)(1) Medical Staff, non-physician practitioners; §482.23(c)(3)(i) Verbal Orders; §482.24(c)(2) Orders
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_a_hospitals.pdf
Date accessed: March 29, 2022
51
The term privileging is not referenced in the Centers for Medicare and Medicaid Services Long-Term Care (LTC) Regulations. With publication of the Final Rule revising the Conditions of Participation for LTC facilities effective November 2016, post-acute care settings, such as skilled and long-term care facilities, may now allow a resident’s attending physician the option of delegating order writing for therapeutic diets, nutrition supplements or other nutrition-related services to the qualified dietitian or clinically qualified nutrition professional, if consistent with state law, and organization policies.State Operations Manual. Appendix W-Survey protocol, regulations and interpretive guidelines for critical access hospitals (CAHs) and swing-beds in CAHs (Rev. 200, 02-21-20); §485.635(a)(3)(vii) Dietary Services; §458.635 (d)(3) Verbal Orders; §458.635 (d)(9) Swing-Beds
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
https://www.cms.gov/Regulations-and-Guidance/Guidance/Manuals/downloads/som107ap_w_cah.pdf
Date accessed: March 29, 2022
53
,Medicare and Medicaid Programs; reform of requirements for long-term care facilities. 42 CFR Parts 405, 431, 447, 482, 483, 485, 488, and 489. Final Rule (FR DOC#2016; pp 68688-68872) – Federal Register October 4, 2016; 81(192):68688-68872; §483.30(f)(2) Physician services (pp 65-66), §483.60 Food and Nutrition Services (pp 89-94), §483.60 Food and Nutrition Services (pp 177-178)
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
US Department of Health and Human Services, Centers for Medicare and Medicaid Services.
54
Acronyms:- aUSDA=United States Department of Agriculture (http://www.usda.gov/wps/portal/usda/usdahome) aDGAs=Dietary Guidelines for Americans (http://www.cnpp.usda.gov/dietaryguidelines)
- bMNT=Medical Nutrition Therapy
- cFNS=USDA Food and Nutrition Service (http://www.fns.usda.gov/)
- dWIC=Special Supplemental Nutrition Program for Women Infants and Children (U.S.) (http://www.fns.usda.gov/wic/women-infants-and-children-wic)
- eCACFP=Child and Adult Care Food Program (U.S.) (http://www.fns.usda.gov/cacfp/child-and-adult-care-food-program)
- fNSLP=National School Lunch Program (http://www.fns.usda.gov/nslp/national-school-lunch-program-nslp)
- gCDC=Centers for Disease Control and Prevention (U.S.) (http://www.cdc.gov)
- hMCHB=Maternal and Child Health Bureau (http://mchb.hrsa.gov/)
- iROI=Return on investment
- jEAL=Academy of Nutrition and Dietetics Evidence Analysis Library (http://andeal.org)
- kAPHA=American Public Health Association (http://www.apha.org)
- lNAM= National Academies of Medicine (United States) (https://nam.edu/)
- mWHO=World Health Organization (http://www.who.int/en/)
- nHRSA=Health Resources and Services Administration (http://www.hrsa.gov/index.html)
- oUSPSTF=US Preventive Services Task Force (http://www.uspreventiveservicestaskforce.org/)
- pHHS=US Department of Health and Human Services (http://www.hhs.gov/)
- qAAP=American Academy of Pediatrics (https://www.aap.org/en-us/Pages/Default.aspx)
- rDANEH=Developing and Assessing Nutrition Education Handouts (http://healthyfoodbankhub.feedingamerica.or/wp-content/uploads/2013/12/Nutrition-Education-Handout-Checklist-rev-10-17-13.pdf)
- sHECAT=Health Education Curriculum Analysis Tool (http://www.cdc.gov/healthyyouth/HECAT/)
- tCQI=Continuous Quality Improvement
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Biography
M. Bruening is a professor, Nutritional Sciences Department, The Pennsylvania State University, University Park; at the time of the study, she was an associate professor, College of Health Solutions, Arizona State University, Phoenix.
S. Perkins is a public health nutrition consultant/MCH Nutrition Program director, Association of State Public Health Nutritionists, Howard, KS.
A. Udarbe is executive director, Pinnacle Prevention, Chandler, AZ.
Article Info
Footnotes
STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors.
FUNDING/SUPPORT There is no funding to disclose.
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Copyright
© 2022 by the Academy of Nutrition and Dietetics.
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