مدیران برنامه رژیم های غذایی بر اهمیت آموزش مفاهیم مدیریت مالی در تمام زمینه های عملی تاکید می کنند

This study was designed to provide insight on both DPD and DI students’ exposure to financial management topics/competencies and to identify potential areas for improvement. The primary purpose was to determine how financial management concepts are taught to DPD and DI students in the programs accredited or approved by the Commission on Accreditation/Approval for Dietetics Education (CAADE) (now known as the Commission on Accreditation for Dietetics Education [CADE]), based on the knowledge, skills, and competencies for dietitians outlined in the Accreditation/Approval Manual for Dietetics Education Programs(9). A secondary purpose was to determine faculty opinions on both the need for financial management training for dietetics students and the perceived level of financial management competence of those students upon completion of their education.

Study participants included directors (or appropriate designees) of DPD (n=229) and DI programs (n=212) accredited or approved by CAADE and listed in the 1998–1999 Directory of Dietetics Programs(14). A survey was designed for both the DPD and DI participants that included questions on specific financial management topics/competencies covered in their program's curriculum, the topics/competencies that were emphasized more than once, and the method of delivery. In addition, respondents were asked to state their opinion about the importance of the subject matter and the degree of preparedness of the students/interns. Questions were developed to be predominantly closed-ended for speed in answering and ease of analysis. Response categories on topic and competency questions were “yes/no” with an open-ended response for “other” on 2 questions. Opinion question responses were answered on a Likert scale. The surveys were reviewed by several experts, including foodservice management dietitians and university faculty members, for appropriateness and clarity. The Statistical Package for the Social Sciences for Windows (version 7.5.2, 1997, SPSS Inc, Chicago, Ill) was used for all data analysis. Frequency distributions were calculated on all question responses. Parametric assumptions were not met resulting in the use of the Mann-Whitney U test to compare DPD and DI respondents’ responses on student preparedness.

Of the 229 DPD and 212 DI programs contacted, 122 (53%) and 120 (57%) responded, respectively. All surveys returned by the due date were usable and included in the analysis. 2.1. Course Titles and Teaching Methods used by DPD Respondents Courses used to teach financial management concepts were: foodservice systems management (96%), quantity foods (73%), meal management (37%), community nutrition (26%), basic foods (14%), business courses (13%), MNT (11%), and experimental foods (6%). Lecture was the primary teaching method (99%), followed by application in laboratory rotations (real or simulated) (70%); case studies, assignments, projects, problems, activities, reports, and discussion (15%); and computers/spreadsheets (8%). One survey question asked if there was a required general accounting course. More than half of the respondents’ programs did not require or recommend a general accounting course for dietetics majors. Thirty percent of the DPDs did require an accounting course, which is similar to the finding reported by Sneed in 1992 (15). Many unsolicited comments noted that there was little time or flexibility in the undergraduate curriculum for an accounting class, and necessary topics were covered in the dietetics core curriculum. 2.2. Topics with Financial Management Emphasis in DPDs Twelve topic areas were derived from the competency statements for entry-level dietitian emphasis areas (9). Survey questions asked respondents to indicate which topics were covered and of those, which were emphasized more than once. Results are shown in Table 1.2.3. Rating of Proficiency Level All respondents were asked their opinion on the level of financial management knowledge and skills of DPD graduates entering internships. Response options provided were: demonstrated ability, working knowledge, basic knowledge, limited knowledge, and unsure, along with their respective definitions. Results indicated that DPD respondents (n=122) believed students were better prepared in financial management knowledge and skills than did the DI respondents (n=120). DPD respondents rated students at basic knowledge or better (98%). In contrast, 90% of DI respondents rated students at basic knowledge or below. In the nonparametric comparison of DPD to DI responses, the Mann-Whitney U sum of ranks was 3474.500 (P<.001). More emphasis should be placed on the financial outcomes of clinical care for both MNT and community nutrition We also compared the DI respondents’ responses on students’ preparedness at the beginning of the internship (90% at basic knowledge or below) to their opinion about students’ competency level at the end of the internship. We found that most indicated that students showed a substantial increase in financial management knowledge and skills, with 52% at working knowledge and 27% at demonstrated ability at the end of the internship period.