PEN eNews 3(3) October 2013
PEN eNews is a monthly e-newsletter shared with the global PEN Community and created to help dietitians position themselves as leaders in evidence-based nutrition practice. In addition, users of the PEN System will find articles on the new evidence, resources and features available and how to maximize one's use of PEN.
October 2013 · Volume 3, Issue 3
International Collaboration
Between May and October, we have seen all four of our partner associations host their national member conferences. The Dietitians Association of Australia in May, Dietitians of Canada in June, Dietitians New Zealand in September, and the British Dietetic Association in October. Through the wonders of technology, we were able to interact with dietitians from around the world. Each day, we observe that dietitians around the globe have similar practice-based questions for which we need evidence-based answers.
As the body of research expands and literature availability explodes, we need to approach finding this answer systematically so that we can arrive at the best answer, regardless of where we are in the world. And even if we find the answer today, we need to have systems in place that help us identify when our answer needs to evolve. We need to decide how we will store our answer for future reference.Dietitians also need to be able to offer an evidence-based perspective, when sometimes the answer is not always clear. We have skills in critical thinking, an ability to consider diverse inputs of information, and ability to apply information in a holistic manner. With an internationally collaborative spirit of sharing information, research and resources, dietitians are best positioned to be the go-to expert in food and nutrition counsel and guidance regardless of where you are in the world.
In this edition of PEN® eNews we have articles that help you systematically find and organize evidence-based answers. Grading systems are helpful for understanding the quality and strength of a recommendation. We outline how the PEN® Evidence grading system compares with the GRADE system, in the article Making the GRADE. As the PEN® database continues to grow in breadth and depth, we have a new feature that will help you efficiently locate your favourite resources in the PEN® database. Lisa Koo shows you how to use this feature in her article How do I Use My PEN® Favourites. Putting Protein into Practice: The Evidence-based Practice Process in Action shows how a practice-based question received an evidence-based answer. How International Dietetics and Nutrition Terminology (IDNT) is Relevant to Dietetic Practice and How PEN® can Help outlines tools an resources that can help you become familiar with IDNT and incorporate it into your practice. This and more in PEN® eNews 3(3).
Kristyn Hall MSc, RD
Editor, PEN® eNews
PEN® eNews may contain links to other external websites. PENnutrition.com is not responsible for the privacy practices or the content of such external websites. Dietitians of Canada, Dietitians Association of Australia, Dietitians New Zealand and The British Dietetic Association do not endorse the content, products or services on other websites.
What's New in PEN®
This past September, we presented a poster PEN® – The Global Resource for Nutrition Knowledge Translation at the International Union of Nutritional Sciences 20th International Congress of Nutrition in Granada (Spain). We were represented by Annette Byron from the Dietitians Association of Australia. Reiko Sugiura PhD RD from Wayo University in Japan stopped by to connect with the PEN® team. To see our poster, click http://www.pennutrition.com/resources/PEN%20Nutrition%20Global%20KT.jpgWondering what is new in the PEN® database? Here is a list of our updated content including updated knowledge pathways, new practice questions, updated practice questions, new professional tools, updated professional tools, and new handouts.
Updated Knowledge Pathways
New Practice Questions
Updated Practice Questions
- exposed to foodborne pathogens than non-pregnant women or men?
- Are B-vitamin supplements (e.g. folic acid, vitamin B12, B6) effective in cardiovascular disease (CVD) in healthy individuals (primary prevention) or individuals with pre-existing CVD (secondary prevention)?
- What post-discharge dietary interventions can reduce the risk of
- Does calcium supplementation or increased intakes of dietary calcium or dairy products result in either weight/fat loss or less weight gain/body fat deposition over time among children and adolescents?
News-making Evidence
Professional Tools
- Current Issues: My Client is Pregnant and Now has Gestational Diabetes: As a Dietitian What Do I Do? (Canada) English French
- Diabetes Management in General Practice Guidelines for Type 2 Diabetes (Australia)
- Household Food Insecurity in Canada, 2011 (Canada)
- Low Vision - A Guide for Educators
- Nutritional Management in Children and Adolescents with Diabetes
- Food Allergy Resources for Healthcare Providers
Clients Tools
- Your Guide to the Eatwell Plate (UK)
- Cooking and Eating with Low Vision
- Safe Internal Cooking Temperatures (Canada) English French
- Dietary Management of Metabolic Syndrome (Canada)
- Food Choices for People with Diabetes (Australia)
- Healthy Hints for Modifying Recipes (Australia)
- Sweeteners (Canada)
- Sugar Alcohols - Sugar and Sweeteners (Canada)
- Living Confidently with Food Allergies (Canada)
- Food Allergy Tools for Schools
- Foodborne Illness Prevention Advice - from Public Health Agency of Canada Something You Ate? Protecting Yourself (Canada) English French
- Feeding Your Picky Toddler or Preschooler (Canada) Hindu Punjabi Spanish
How do I…use my PEN® Favourites?
Written by Lisa Koo, PEN® Quality Assistant
How do I add items to My PEN® Favourites?
Simply go the practice question, tool or resource that you would like to make a favourite and click on the white star icon 
located next to the title and once it has been saved the star turns to gold 
. This will save the resource into the “My PEN® Favourites” section on the PEN® home page.
located next to the title and once it has been saved the star turns to gold . This will save the resource into the “My PEN® Favourites” section on the PEN® home page. How do I remove items from My PEN® Favourites?
If you would like to remove items from “My PEN® Favourites”, simply click on the “Manage my PEN® Favourites” link on the right hand side of the My PEN® Favourites screen. You will be taken to a screen that will allow you to remove specific items. You can also remove items from “My PEN® Favourites” by going back to the item and deselecting the star.
We hope that you enjoy this new feature. We have added it so that all of your favourite PEN® resources can now be available at the click of your mouse.
* Please note that this feature only applies to PEN® individual and group subscriptions as it needs to be associated with an individual’s log in information.
If you have any questions or comments, please contact me at lisa.koo@dietitians.ca
Submitted by
Dawna Royall, MSc, RD, Evidence Analyst Contractor, PEN® Team Canada
Dawna Royall, MSc, RD, Evidence Analyst Contractor, PEN® Team Canada
making the grade
With the start of the school year, our thoughts turn to grading, and in particular, grading evidence. We've been hearing a lot about GRADE - the Grading of Recommendations Assessment, Development and Evaluation. In this overview, we'll look at the evidence grading approach that PEN® uses and compare it to the GRADE approach.
Grading evidence-based research allows the user to quickly draw conclusions about the quality of the evidence and use this information to guide their decisions. GRADE distinguishes itself from other grading systems by providing a systematic approach to grading the quality of evidence and the strength of recommendations (http://www.gradeworkinggroup.org). Many international organizations have started to use this approach, including the Canadian Task Force on Preventive Health Care, the National Institute for Clinical Excellence (NICE), and the World Health Organization.
PEN's Grading System
Key Practice Points in PEN® are graded as one of four levels (A, B, C, or D) by assessing the quality of evidence as reported in all of the evidence statements (http://www.pennutrition.com/EvidenceGrade.aspx). This grading approach takes into consideration the following factors:
- study design for answering the practice question (i.e. different types of studies are applicable when considering treatment or prevention)
- quality of the studies
- consistency across studies
- clinical impact or potential benefit of applying the recommendation to a population
- generalizability to other populations
- applicability to practice settings
Thus, an 'A' grade of evidence tells us that given the best quality evidence available, the conclusion is supported by good evidence. In contrast, a 'D' grade of evidence suggests that a conclusion is not possible or extremely limited due to a lack of evidence or extremely poor quality evidence.
The GRADE system
Using the GRADE system, the quality of evidence is similarly categorized into one of four levels:
- High = further research is very unlikely to change our confidence in the estimate of effect
- Moderate = further research is likely to have an important impact on our confidence in the estimate of effect and may change the estimate
- Low = further research is very likely to have an important impact on our confidence in the estimate of effect and is likely to change the estimate
- Very low = any estimate of effect is very uncertain.
Evidence from randomized controlled trials are initially rated as "high quality", but can be decreased for reasons such as study limitations, inconsistency of results, indirectness of evidence, imprecision and/or reporting bias. In contrast, observational studies start with a "low quality" rating, but can be graded upwards if the magnitude of the effect is large or if there is a dose-response relation.
Panelists using the GRADE approach, then consider the strength of a recommendation on the basis of further criteria, including:
- Balance between desirable and undesirable effects
- Variability or uncertainty in values and preferences
- Costs (resource utilization)
A strong recommendation is based on high quality evidence that an intervention’s desirable effects are clearly greater than its undesirable effects (strong recommendation for an intervention), or are clearly not (strong recommendation against an intervention). This implies that most individuals will be best served by the recommendation.
A weak recommendation is made when there is uncertainty about the trade-offs (because of low quality evidence or because the desirable and undesirable effects are closely balanced). This implies that while some people may want the recommended course of action, many would not.
PEN versus GRADE - you decide
Although PEN® grading does not force a strong or weak recommendation for or against a strategy, the overall conclusion in a key practice point considers factors such as applicability and generalizability. In both systems, clinicians need to consider the evidence and recommendations using a client-centred approach. The GRADE system does avoid confusion created by different organizations using different systems to grade evidence and provide recommendations. For example, the same evidence and recommendation could be graded "Grade B, Level 2", "A" or "strong evidence, strongly recommended" depending on what system is being used. PEN® needs a simple and reliable grading system because of the large number and diversity of writers; however it is uncertain whether introducing the GRADE system will improve our decision-making based on the quality of evidence. The PEN® team keeps up-to-date on new evidence grading systems and changes that may be occurring with existing ones in an effort to continue to keep our grading system credible.
Putting Protein into Practice: The Evidence-based Practice Process in Action
Did you know that there has been an explosion of research in the field of protein nutrition in the past decade? Did you know that the nitrogen balance method should no longer be considered the “gold standard” for determining protein requirements? A lot has changed since most of us learned about protein nutrition in university. This past March we teamed up to present the latest research on protein and its practical application for older adults at the 2013 Dietitians of Canada National Conference in Victoria, BC. Upon reflection we realized that our joint effort was an exercise in putting the 5A’s of the Evidence-based Practice (EBP) Process (Ask, Acquire, Appraise, Apply and Assess) into Action. Below we each share our reflections on this process.
Ask:
Brenda: Is my practice based on old assumptions or new evidence? Working in long-term care, protein is always something we are concerned about with our residents. But how much and what kinds are best? Is the protein RDA of 0.8 g/kg/day acceptable for older adults? Asking these questions led me to explore the literature. It astonished me how many research advances had been made on the factors that affect muscle mass, strength and function, protein and amino acid requirements, protein quality and digestibility and the optimal timing of protein intake.
In sharing my new knowledge with colleagues I discovered there was much interest to learn more and eventually this topic was suggested by the DC Gerontology and Nutrition Support networks for the DC National Conference. To make this session truly beneficial, I knew we needed a more formal analysis of the evidence. This is where Heather Petrie, Evidence Analyst for the PEN® database entered the picture.
Heather and I had never met but quickly discovered we had a shared passion for research evidence and translating that evidence into practice and were able to collaborate with ease via phone, email, SkypeTM and even texting!
Heather: I tackled my part of this project much like I do when assigned any topic for the PEN® database. It started with getting specific (in collaboration with Brenda) as to what exactly we wanted to ask. If you plug protein into PubMed you will find over 5 million citations (literally!). So, narrowing the scope with the questions written in the PICO format was essential. PICO stands for Population, Intervention, Comparison/Control and Outcome. Click here and go to page 6 for What Is In a PICO Question.
Acquire and Appraise:
Heather: The next step was collecting or acquiring the best evidence and then critically appraising it and evaluating its validity, applicability and importance for both the presentation and for the PEN® database. Filtering the evidence down into key conclusions allowed us to proceed to the next step in the evidence based practice process: Apply.
Apply:
Brenda: The second half of our presentation highlighted the “how-to’s” and the practical application of the research evidence. Additionally, we devoted the last 30 minutes of our presentation to Questions and Answers which allowed our audience to further discuss with us both the evidence analysis and the practical applications. In my own practice, I’ve been applying the evidence with my long-term care residents and was able to share my insights.
Assess:
Brenda: We encourage all dietitians to assess how applying new evidence has impacted their practice and client outcomes and to consider asking new questions, acquiring new evidence and appraising and applying it. Implementing the evidence has allowed my colleagues and I to focus more closely on maintaining muscle strength and function in our long-term care residents. For those with diminishing strength, protein and calorie intake is reviewed and interventions put into place. Although only observational at this point, we have seen some positive results.
In summary, we believe that our conference presentation reflected a combination of current best evidence and its application for practice - perhaps, this is one of the reasons why the presentation was so well received. Additionally, via joining our varied skills and experiences we realized it’s true that an end product is often greater than the sum of its parts. Let’s continue to collaborate and be leaders in evidence-based dietetics practice!
This presentation will be available on Dietitians of Canada’s Learning on Demand later this year and the evidence analysis will be formatted into PEN® practice questions and background documents.
By Brenda Arychuk BSc, RD, Consulting Dietitian Pivot Point Inc., and Heather Petrie MSc, RD, PEN® Canada Evidence Analyst
Submitted by
Jane Bellman M.Ed, RD and Kerri Staden BSc, RD, Dietitians of Canada,
Sue Firus, BHE (Dietetics), RD, Dietitians of Canada
Sue Kellie MSc, British Dietetic Association
Jane Bellman M.Ed, RD and Kerri Staden BSc, RD, Dietitians of Canada,
Sue Firus, BHE (Dietetics), RD, Dietitians of Canada
Sue Kellie MSc, British Dietetic Association
How International Dietetics and Nutrition Terminology is Relevant to Dietetic Practice and How PEN® can Help
It may just sound like a bunch of letters, but IDNT or the International Dietetics and Nutrition Terminology is increasingly being used in dietetic practices and settings around the globe. It was designed to standardize the language used to describe the nutrition care process (NCP), and in doing so, facilitates communication between nutrition care professionals. The IDNT also facilitates better reporting (including documentation in the medical record) and monitoring of nutrition goals and outcomes1,2. Originally produced by the Academy of Nutrition and Dietetics (AND) in 2003 both IDNT and the NCP have been recommended for international adoption by the International Confederation of Dietetic Associations3 .
Using IDNT and the NCP in your practice helps to promote the dietitian and nutrition as it:- provides a model which can be used to advance decision making skills
- clarifies the dietitian’s role in the health care team by identifying specific nutrition problems that the dietitian’s nutrition intervention can address,
- provides a model for measurement of outcomes,
- aids in the education of dietetic students
- drives up standards of practice
- provides a framework for record keeping.
The PEN® database has several tools and resources that can help you become familiar with IDNT and learn how to use it in your practice.
- Start with a read through the PEN® background: International Dietetics and Nutrition Terminology (IDNT) Background.
- Review the IDNT resources:
- DC members can access resources through the DC website after logging on. Resources include: the IDNT manual, and the Academy of Nutrition and Dietetics NCP learning tutorials.
- PEN® partner countries can find links to access IDNT resources specific for their countries at International Dietetics and Nutrition Terminology (IDNT) Web Links.
- Review and use PEN® Practice-based Evidence Toolkits (PETs). PETS are organized according to the NCP, with each step of the process having its own page in the toolkit. IDNT is used throughout the Toolkits in all four steps of the NCP:
- Nutrition Assessment - includes IDNT assessment terminology
- Nutrition Diagnosis – including information on PES (problem, etiology, signs and symptom) statements. PES statements are important in supporting dietitians to identify the main nutritional issues relevant to the pathway that will be targeted through the intervention.
- Nutrition Intervention – including nutrition prescription with additional subsections on goals, key findings and recommendations
- Nutrition Monitoring and Evaluation – key guidance for the practitioner to use to monitor and evaluate nutrition outcomes.
Curious? Open up a PEN Toolkit and have a look. You’ll be pleasantly surprised at the wealth of practice guidance (and more!) that you will find.
By
Jane Bellman M.Ed., RD - Jane.bellman@dietitians.ca
Kerri Staden B.Sc, RD - Kerri.staden@dietitians.ca
PEN® Resource Managers, Dietitians of Canada
Sue Firus BHE (dietetics), RD, PEN® Evidence Analyst, Dietitians of Canada
Sue Kellie M.Sc., Deputy Chief Executive/ Head of Education and Professional Development British Dietetic Association - Globalpen@bda.uk.com
1American Dietetic Association. Nutrition care process and model part I: the 2008 update. J Am Diet Assoc. 2007 [cited 2012 Oct 29];108(7):1113-7. Citation available from: http://www.ncbi.nlm.nih.gov/pubmed/18589014
2Atkins M, Basualdo-Hammond C, Hotson, B. Canadian perspectives on the nutrition care process ad International Dietetics and Nutrition Terminology. Can J Diet Pract Res. 2010. [cited 2012 Oct 29];71(2):106. Available from: http://www.dietitians.ca/downloadable-content/public/ncp-and-idnt-statement-eng.aspx
3Dietitians of Canada. Website Resources. 2013 [cited 2013 Sept 27]. Available from: http://www.dietitians.ca/Member-Resources-A-Z/Member-Resources-A-Z-page/Position-Papers/Can-Perspectives-on-Nutr-Care-Process.aspx. Subscription required.
2Atkins M, Basualdo-Hammond C, Hotson, B. Canadian perspectives on the nutrition care process ad International Dietetics and Nutrition Terminology. Can J Diet Pract Res. 2010. [cited 2012 Oct 29];71(2):106. Available from: http://www.dietitians.ca/downloadable-content/public/ncp-and-idnt-statement-eng.aspx
3Dietitians of Canada. Website Resources. 2013 [cited 2013 Sept 27]. Available from: http://www.dietitians.ca/Member-Resources-A-Z/Member-Resources-A-Z-page/Position-Papers/Can-Perspectives-on-Nutr-Care-Process.aspx. Subscription required.
Student Corner:
Remaining abreast of literature and giving back to the dietetic community: a dietetic intern’s perspective
Sunnybrook Interns and Preceptors
Annie Hoang, Tracy Morris, Deborah Sloan, Marsha Feldt
As part of any dietetic internship, a research component identifies important competencies that must be achieved. As dietetic interns at Sunnybrook Health Sciences Centre we were given the option to pursue the development of a knowledge pathway for the PEN® database as an alternative to assisting with a standard research project, generally an in-hospital clinical trial. This was a new and exciting prospect! We were drawn to the idea that we could pick our own topic, one that was of interest to us, and to the dietetic community, and about the possibility of contributing to an evidence-based, practical, and internationally utilized online resource for fellow dietitians.
Taking on this project was a new endeavour for us, for the intern coordinator and for the preceptors. With no prior precedent for this type of research amongst the internship team, there was a learning curve to truly understand the project objectives, develop appropriate timelines and to pin-point everyone’s role. The topic selected was on Diabetes and Exercise; a topic of interest to us and our preceptors who were the expert advisors. With two of us assigned to the project we decided to split the research into two well-defined and manageable categories: Type 1 Diabetes and Type 2 Diabetes and the respective effects of exercise.
After conducting a search on the PEN® database, there were no existing pathways related to this area, and with the increasing emphasis of lifestyle factors on diabetes management, it was a topic worth pursuing. Given this reality, it was important to decide what information would set the stage for this brand new knowledge pathway and the most accessible way to present the data. During the process, we concluded that a background document explaining the fundamentals of exercise physiology, comparing healthy individuals and those with diabetes, would not only be beneficial, but a necessary addition.
The process of refining our PICO questions and key practice points was directed by the literature. It was also guided by our individual interests, existing knowledge, and skills. Thus, although we both were contributing to a PEN® pathway, each of us approached the process somewhat differently. It was useful to reflect on the different approaches to refining our pathways and recognize that there is no one ‘right’ way to go about it.
Some of the main challenges encountered were: how to grade the articles, just how many articles to review, how to summarize the literature for PEN® format and expert review, and how best to integrate feedback coming from both internal and external expert reviewers. We realized that understanding the format of PEN® and the process of developing a knowledge pathway specifically designed for this resource, was fundamental. In essence, it became clear that the purpose of this research project was as much about using the evidence-based process for creating a pathway and the development of our methodology for publishing to PEN® as it was about the specific topic we researched and the results we obtained from the literature review.
Ultimately, this project provided the opportunity to engage in the process of research and communications on a relevant topic for the dietetic community. In addition to the management and problem solving skills required to bring this project to fruition, we:
- Honed our skills in critical appraisal of evidence-based literature,
- learned a significant amount about Diabetes and exercise physiology,
- improved our ability to transform high-level theoretical literature for practical applications, and finally,
- were able to disseminate this data to into a research poster format that will be shared with internal and external stakeholders in the healthcare community.
Written by Debora Sloan RD, and Tracy Morris RD
Need a writing opportunity for nutrition students? Want to share an innovative way you use the PEN® system to support student learning? Why not get the student to write it up for PEN® eNews! For article guidelines, email us at eNews@pennutrition.com.
Social Media Corner: What is a Twitter Chat?
A Twitter chat is a pre-arranged live “chat” or virtual conversation that occurs between people using Twitter. All tweets discussed in a twitter chat are streamed together using a hashtag specific to that twitter chat. Think of a Twitter chat as a virtual networking meeting of people, keen to talk with each other, and exchange ideas around a specific topic. Instead of meeting “in person”, people use the social media platform Twitter to connect. They know “where” to meet because of the Twitter chat hashtag.
In a Twitter chat, there may be a conference moderator who asks questions to stimulate conversation. Participants share their thoughts, ideas and resources. Their ideas must be expressed in <140 characters in length, and must include the predefined Twitter chat hashtag. The moderator keeps the “conversation” flowing.
A downside of a Twitter chat might be the inability to control what gets tweeted. For example a chat related to the gluten-free diet might become nothing more than an advertisement opportunity for companies producing gluten-free products.
Participating in a Twitter chat is usually aided with the use of an application. TweetChat and TweetDeck are two such applications that help to separate out the tweets related to a specific Twitter Chat. This makes the conversation easier to follow and participate.
The value of Twitter chats include the opportunity to network with people whom you do not currently follow, become aware of new ideas, perspectives and resources and the opportunity to express your own professional brand and expertise.
There are Twitter chats on diverse topics – health care, leadership, business, social media, parenting, health, food and nutrition. Twitter chats also provide the opportunity to interact with guest tweeters.
In our PEN® LinkedIn Group, we asked our members what their favourite food and nutrition twitter chats were. Here is what we heard back:
#EatKit – a monthly Australian Twitter Chat with tips and information from dietitians, food lovers and anyone interested in food and nutrition. This twitter chat is moderated by dietitians Emma Stirling (@EmmaStirling) and Catherine Saxelby (@Foodwatch).
#GoUnDiet – a monthly Canadian Twitter Chat with tips and information from dietitians. This twitter chat is moderated by dietitian Gloria Tsang (@HealthCastleGlo).
#RDJC – a monthly UK twitter chat that reviews and critically appraises nutrition research. Moderated by dietitians Claire Pettitt (@Claire_Pettitt), Annette Henry (@AnnettehenryRD) and Martin Lau (@ImpactSports3).
To see a sample Twitter Chat, click here.
We would love to hear from you. Do you participate in Twitter chats? How do you find Twitter chats helpful? Contact us at eNews@pennutrition.com
Submitted by
Kristyn Hall MSc, RD
PEN® Social Media Lead
PEN Insider
Spotlight on Kate Paul
Kate Paul, APD, AN
Senior Professional Services Dietitian
Dietitians Association of Australia (DAA)
Senior Professional Services Dietitian
Dietitians Association of Australia (DAA)
Intro: My passion is bringing people together and working in a supportive team. DAA and the PEN® team allow me to do this every day!
DAA is the peak body of dietetic and nutrition professionals in Australia, providing strategic leadership in food and nutrition through empowerment, advocacy, education, accreditation and communication. I have had the pleasure of working on the Professional Services team at DAA National Office since September 2006. Prior to this I practised in clinical and community dietetics in Canberra and rural NSW and had a 12 month working holiday in England. I am a University of Wollongong Bachelor of Nutrition and Dietetics graduate.
I was first introduced to the PEN® team when Jayne Thirsk and Helen Haresign visited Australia early in 2010 to show DAA staff and leaders in evidence based practice what the PEN® database was all about. I must admit I was hooked straight away. What an exciting resource to share with our busy members!
My role in the PEN® team involves:
- Coordinating PEN® content/toolkit reviews by DAA and Dietitians NZ members
- Attending regular teleconference meetings with PEN® colleagues from DC and BDA - late, early and occasionally during business hours!
- Supporting PEN® author /writing groups to get together along with Assoc Professor Judy Bauer who is our new DAA staff member and inaugural Translational Research Leader.
- Being the primary contact at DAA National Office for all things related to the PEN® system.
- Coordinating PEN® education activities in Australia e.g. conference workshops
- Promotion of the PEN® database at DAA National Conferences
- Contributing articles to PEN® eNews.
What impact does evidence-based practice have on nutrition and dietetics?
- Evidence based practice is what sets dietitians apart from others working in the busy space of nutrition and health practice. And part of why dietitians are recognized by the public as the most valued and credible source of food and nutrition information.
- I have had experience preparing DAA submissions on a variety of nutrition policy and food regulation topics. When coordinating such a response on behalf of an organization with a diverse membership, evidence is very important. DAA aims to recommend evidence-based positions to all such opportunities to inform external policy proposals.
What are your thoughts about dietitians as leaders in evidence-based practice?
- There has been a long history of DAA supporting members to achieve evidence-based practice and I have supported a number of these past activities:
- DAA endorsed a number of evidence-based practice guidelines between 2003-2011.
- DAA has run numerous face-to-face professional development events on evidence based practice, eg. critical appraisal roadshow in 2011 and malnutrition guidelines roadshow in 2009.
- DAA endorses and promotes evidence-based client education resources via our members only database DINER (Dietetic Information and Nutrition Education Resources) as well as supports members to write such material.
- DAA is now focusing its efforts into supporting the PEN® database. It’s an exciting time for members. There are ongoing opportunities to review or contribute content, as well as refresh skills in critical appraisal. The PEN® database is a handy tool for dietitians in any practice setting.
My favourite thing about PEN® is…
- The nurturing environment! The PEN® community provides the opportunity for dietitians with clinical expertise to up-skill in the area of critical appraisal and contribute content to the PEN® database. I am enjoying working with the wonderfully supportive international PEN® team. I hope you will come and join us by signing up to use the PEN® database if you haven’t yet already.
How to reach me…
kpaul@daa.asn.au +612 6163 5212
BDA Live & Online
How can the structure of the programme and the presentations enhance the understanding of the science presented? How does the application of sound educational principles change a conference programme? Is it possible to have a paper-free conference?
These were just some of the challenges that the British Dietetic Association (BDA) conference organiser set out to answer with BDA Live and online. Speakers were chosen to provide both the science and practice of changing behaviour at all levels, policy to individual. The two days started with Professor Susan Michie of University College London providing the key note and presenting her research on behaviour change; reminding us all that any behaviour is multifactorial and needs to be understood in context. Over the next two days we tweeted, talked, consulted, discussed, reflected and questioned the science and practice of behaviour change through topics as diverse as protein requirements, dietitians’ engagement with research, leadership, school food, developing your own brand, sustainable diets, nutritional approaches to Alzheimer’s disease, story telling and obesity.We also demonstrated the power of dietitians as advocates for change. Linda Hindle from Dietitians in Obesity Management, a specialist group of the BDA, presented the Chuck Junk Off the Checkout campaign. The 70% of the delegates who picked up chocolates on the way into the session powerfully demonstrated the power of impulse and reinforced the health benefits of encouraging supermarkets and other retailers to place non-food or healthy foods at the checkout.
The conference ended with presentations from community groups, who are making a real difference for individuals and communities. Using food that would be otherwise wasted, the community groups provide nutritious meals for the vulnerable and support individuals to develop skills that help them back into employment. A powerful reminder of the power of food to change lives for the better and a fitting end to the conference
For more messages from the conference search for #BDALive on Twitter.
To support learning, participants were encouraged to engage with the topics through discussion and activities within the presentations, and space and time for was provided for reflection. And did we manage a paper free conference? Not quite. But we had no conference bag or printed programme. An App allowed us to download information from the speakers and exhibitors, vote on issues in the sessions, complete surveys, make contact with other participants, follow the programme and book meetings with other participants; and the exhibitors reduced the paper and other resources they would normally bring. It was a successful conference on many levels and we look forward to our next meeting of the minds!
Have a reflection from a recent conference you attended? Contact us at: eNews@pennutrition.com
Submitted by Sue Kellie M.Sc., Deputy Chief Executive/ Head of Education and Professional Development British Dietetic Association
PEN eNews
October 2013 ·
Volume 3
(3)
October 2013 ·
Volume 3
(3)
A Publication of the PEN System Global Partners,
a collaborative partnership between International Dietetic Associations.
Copyright Dietitians of Canada. All Rights Reserved.