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Woburn Nursing Center (WNC), a private nursing home owned and operated by Salter Healthcare Services (SHS), developed an integrated, comprehensive staff development program and handbook. A literature review focused on staff needs, responsible agent, and handbook development. The following activities were undertaken: a review of ERIC documents, journals, and tests relating to staff development programs; examination of handbooks from local nursing homes; consultation with staff development coordinators from other Salter Homes for program content; solicitation of input from professional peers working in specialty positions; and review of Commission for the Accreditation of Rehabilitation Facilities, Joint Commission on the Accreditation of Health Care Organizations, state, and federal standards and regulation manuals, and facility documents. The development phases of the handbook were conceptualization and design; initial draft; revision; preparation of complete draft; and final review and revision. (The report contains 25 references and the staff development handbook. Seven sections cover the following: SHS; staff development program guidelines; orientation program; staff competency; performance improvement; education of residents; and instructional methods. Section 8 provides sample forms and materials: employee satisfaction survey, orientation form, competency and skills checklists, course guidelines for mandatory inservice training, teaching outline, inservice evaluation form, and description of inservice fair.) (YLB)

This publication offers practical guidance to help food service professionals provide sound nutrition to America's children and serves as a basis for the revision of U.S. Department of Agriculture meal patterns, menu planning guides, and the development of new recipes. The guide is organized into two sections. The first, "Implementation of the Dietary Guidelines," suggests that child nutrition programs should strive to offer a variety of foods; to serve meals that help maintain a healthy body and weight; to offer meals low in fat, saturated fat, and cholesterol; to serve plenty of vegetables, fruits, grains, milk products, meat, and meat alternatives; to use sugars and salt only in moderation; and to promote an alcohol- and drug-free lifestyle. Section 2, "Putting It All Together," presents sample school menus and offers simple adaptations for "make-overs" that better reflect the Dietary Guidelines. Appendices provide nutrition quizzes; a dietary fat chart; advice on feeding children in child care; a glossary; "Nutrition and Your Health: Dietary Guidelines for Americans"; and sources for teaching in universities. An appendix provides a copy of a

This curriculum guide is intended to help California community college educators understand and develop a vocational program in health care, community care, and school food service. It establishes the general need for such a program, and provides guidelines to help educators determine if there is a need for such a program in their geographic location. Guidelines on program implementation, how to meet government and professional association standards, and how to evaluate the programs are also provided. The curriculum guide divides the vocational program into five job titles, which in ascending order of responsibility, include: Food Service Assistant I, Food Service Assistant II, Dietetic Assistant I, Dietetic Assistant II, and Dietetic Technician. A suggested core curriculum is provided, along with additional suggested course offerings for each of the job titles. A full job description, and a list of job functions are offered for each job title, and course descriptions, including learning objectives and suggested texts are provided. Appended are instructions on how to use the course outlines, a list of colleges in California currently offering some or all of the program, a sample survey instrument, sources of assistance for program development, and a bibliography. (Author/NHM)

Intended for use by food service personnel and management, dietitians, college teachers, students, and researchers, this catalog lists a wide variety of audiovisual materials in the areas of nutrition, health education, cooking, and food services management. The main sections of the catalog are: (1) bibliography--a complete citation of the title, source, distributor, type of media, length, descriptor terms, and an informative synopsis of the contents; (2) subject index--a listing according to descriptor terms; (3) personal author index; (4) corporate author index; (5) title index; and (6) media index. (EMH)

Focusing on social service occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include dietitians, home economist, homemaker-home health aides, park/recreation/leisure service workers, social service aides, and social workers. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

Information on the supply of new college graduates seeking home economics-related positions, home economics job openings, and projected levels of employment is presented. Based on a Department of Agriculture manpower assessment project, supply and demand relationships through 1990 were analyzed, and supply data were aggregated by 11 educational clusters. Study results indicate that current and projected supplies of graduates do not appear to equal employment demands. At the bachelor's and master's levels, additional graduates appear to be needed to satisfy the employment demand for design, manufacturing, and processing specialists and for marketing, merchandising, and sales personnel. At the master's level, administrators are also needed. Degree specialists that appear to be in greatest demand at the bachelor's and master's levels include business, family/consumer resource management, food service management and institutional management, food science and human nutrition, human environment and shelter, and textiles and clothing. The supply of doctoral graduates is estimated to be inadequate across the full spectrum of home economics specialists. Information is presented on the sources of data, the research methodology, and occupational clusters and degree programs at all levels, including the associate degree level. In addition to extensive statistical data, a bibliography is included. (SW)

The vocational curricular evaluation model (MCC) developed by the Division of Planning and Development at the Metropolitan Community College Administration Center is used to evaluate the University of Connecticut's School of Allied Health Professions. The three undergraduate programs focused on are physical therapy, clinical dietetics and medical technology. Five of six major criteria suggested in the MCC Model were used in the program evaluation: (1) a program's relationship to the job market profile; (2) a program's success in meeting career aspirations of clientele; (3) a program's success in terms of student job performance; (4) a program's level of community support; and (5) a program's success in reaching the handicapped and disadvantaged student. Several results and recommendations are offered such as: the undergraduate programs in physical therapy, medical technology and clinical dietetics are producing students needed in the job market; areas requiring improvement are evaluation of patients, orthopedics, neurology, pharmacology, management, cardiopulmonary, professional development, and interpersonal skill training; follow-up activities should be conducted by both the medical technology and physical therapy programs with respect to supportive services; and the physical therapy program needs to examine where areas of improvement can be focused with regard to clinical skills training. Tables, appendices and a glossary are provided. (LC)

Intended for instructors in occupational education programs, this catalog identifies instructional materials found to be successful for teaching specific occupational competencies identified in the Instructional Support System for Occupational Education [ISSOE] in the area of home economics education. Contents include 99 materials reporting forms for materials used in the various program areas of child care and food trades. Forms are arranged first by program area and then by ISSOE task numbers arranged sequentially. (A separate form is provided for each task for which the material is used.) Program areas/units include program activities, health and care of children, and nursery school management in the field of child care and counter person, dietary aide, and fry cook in the field of food trades. The materials reporting form provides this information: course, unit, and module titles; task title and number; school name and address, instructor, and phone number; ISSOE region; V-TECS number: type of instruction materials best suited for; instructional, grade, and ability levels; type of materials used; title of material, author, edition, copyright date, publisher, cost, and pages used; comments; and written teacher comments. (YLB)

This plan of instruction, teaching guide, and student study guides/workbooks for a secondary-postsecondary level course for diet therapy specialists comprise one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose of the 114-hour course is to train students to calculate, modify, prepare, and service regular and therapeutic diets; operate and clean medical food service equipment; and serve ambulatory and bed patients. The course contains three blocks of instruction, but the first has been deleted. Block 2, Nutrition and Diet Therapy, contains two lessons totaling 88 hours of instruction: Normal Nutrition (32 hours) and Applied Clinical Nutrition (56 hours). Block 3, Menu Preparation and Service, contains two lessons covering 26 hours of instruction: Menu Production (12 hours) and Therapeutic Food Preparation and Patient Tray Service (14 hours). The plan of instruction details units of instruction, criterion objectives, and support materials needed. The teaching guide contains topic outlines for each class presentation along with behavioral objectives and notes on student evaluation. Contents of the study guides/workbooks include objectives, informative material, laboratory projects, questions and problems, reading assignments, and study assignments. Additional text materials and audiovisuals are suggested, but not provided. (YLB)

This handbook has been prepared as a guide for the nutritionist providing services to Head Start and other preschool day care programs. Introductory sections describe Project Head Start; the program's major components and aspects of the program; center-based, home-based, child and family development, and Child Development Associate (CDA) programs; and career development and training. Subsequent sections discuss program operations at the local, regional, and national level; goals and objectives of the nutritional component of Project Head Start; and facts about nutrition and the family (including nutrition in home-based programs and for the handicapped child). Nutrition education, food service and delivery systems, and funds for meals and snacks are also discussed. Qualifications, competencies, and typical functions of the nutritionist; grantees' expectations of the nutritionist, and the nutritionist's mode of operation are described. Concluding remarks focus briefly on the development of linkages between Head Start programs and community resources. Included in the handbook is an annotated bibliography providing citations concerning the nutrition component of Head Start and nutrition education. (RH)

This four-volume student text is intended for use in training Air Force diet therapy specialists. The first volume, a study guide and workbook for self-directed instruction, covers nutrition, food processing and preparation, therapeutic diets, security precautions in medical food service, procedures for ordering equipment and supplies, food standards, Air Force accountability, sanitation inspections, evaluation of medical food service diner surveys, and patient tray service duties. Addressed in the second volume are medical food service management, production, and service. The third volume presents more advanced information on nutrition and diet therapy, and the fourth volume is a workbook that is intended for use throughout the entire course. Each of the first three volumes includes instructional text, exercises, answers to the exercises, and a bibliography. (MN)

This teacher handbook provides recommended goals and objectives and suggested measures for competency-based courses in the vocational program area of health occupations education. A background and overview section contains the philosophy and rationale, discusses thinking skills and programs for exceptional children, and provides notes that explain how to read the goals, objectives, and measures and offer suggestions for student placement, textbook use, and activities. This specific information is then provided for a vocational education competency-based curriculum: purpose and overview (target groups, philosophy, curriculum planning and design) and course of study. For health occupations education, grades 9-12, are offered a program description, learning outcomes, and scope and sequence. These courses are included in the curriculum: introduction to health occupations education, health occupations education I, and health occupations education II. Materials provided for each course include a topical outline and a one-page format for each competency goal that details grade level, skills/subject area, the competency goal, objective(s), and measure(s) (suggestions of ways in which students may demonstrate their ability to meet the objective). (YLB)

These two documents are manuals for an intermediate level 4-H food and nutrition project. The leader's guide includes an introduction, 10 units, and a supplemental unit. The introduction includes a discussion of 4-H philosophy, sources of help, working with middle school boys and girls, how the guide is organized, and how to organize meetings. Tables list the staple foods, equipment, and materials needed for each lesson. Topics of the units are fruit, potatoes and onions, lentils and pork, cheese, poultry, wheat, locally produced vegetables, hunted and gathered foods, meal planning, and careers and hobbies with food. The supplemental unit is on food, exercise, and heredity. The member manual includes 10 units. The first eight units include key points, an introduction, information about the Pacific Northwest, food preparation information, recipes, meal management information, safety and storage information, nutrition and health information, consumer information, activities, ideas to explore, and checklists for the unit. The meal planning unit lists key points. The careers unit provides information about the following occupations: dietitian, food processor, food buyer, food sanitarian, and chef. The supplemental unit is not included in the member manual. (CML)

The four learning packages for exploratory career education are designed for use at the seventh and eighth grade levels. Each unit includes coordinated teacher and student editions. The units are: Culinary Cubs, focusing on occupations in the areas of food management, production, and services, with special reference to dietitians; Mini Nursery, focusing on child care related occupations, with special reference to the tasks and responsibilities of a baby-sitter; Polka Dots, focusing on home and institutional management and supportive services, with special reference to nursing; and Gift Boutique, focusing on clothing and interior decorating occupations, with special references to use of the sewing machine. Step-by-step instructional procedures, pre- and posttests, scripts for tapes, and instruction sheets follow the statement of purpose and objectives and general instructions in each teacher edition. The student editions contain pretests, personal inventories, and lesson plans. Additional resources are suggested. (SA)

The career exploration program for grades 9 through 10, as part of a comprehensive K through 10 career development program, attempts to develop an awareness of and appreciation for work, extend knowledge of the variety of career opportunities, and provide experiences in career areas of individual interest. The document, a collection of materials consisting of student learning experience packets, instructional materials, forms, transparency masters, and recipes, is designed to introduce the students to food preparation and services. The learning activities are organized according to objectives, procedures, and resources and cover the following areas: orientation to food service employment, manager, cashier-hostess, waiter-waitress, bus boy, car hop, baker, cook, short order cook, meat cook, kitchen helper-pantryman, beverage worker, dietitian, and future educational opportunities. A job analysis form, suggestions for field trips, both teacher and student evaluation forms for tours, lab evaluation sheet, termination project, and a list of job training films are appended. (JB)

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the family and consumer sciences component of Florida's comprehensive vocational education program. Curriculum frameworks are provided for 32 programs/clusters: life choices; personal development; teen challenges; blueprint for professional success; child development; family dynamics; family, home, and consumer technology; food science technology; life management skills; nutrition and wellness; parenting skills; principles of clothing construction; principles of food preparation; child care center management; child development early intervention; child development and education; decor and design services cluster; dietetic management and supervision; dietetic technician; early childhood education cluster; elderly and disabled care services; environmental services; family and consumer sciences cooperative education; fashion design and production cluster; food management, production and services cluster; home and family management; interior decor fabrication; interior design technology; nutrition and dietetic services; and parenting. Each curriculum framework includes some or all of the following: program title, occupational area, grade level, length, certification awarded; major concepts/content covered in the course; laboratory activities; special notes; and intended outcomes. (MN)

This instructional module was designed to assist health services assistant educators in facilitating adult students' learning in health careers outside nursing. The module may be used to provide classroom instruction, assist assigned staff in providing on-the-job instruction, or provide selected units for independent study for dietary aides. The guide contains 18 lesson plans grouped into seven units covering the following: orientation to dietary, communication, safety and sanitation, nutrition and dietetics, preparing food, serving food, and housekeeping and storeroom responsibilities. Each lesson contains the following components: scope of unit; lesson objectives; information assignment; references; introduction; outline; summary and conclusion; interaction items; classroom/laboratory activities; and evaluation items. The module also contains a list of learning objectives for dietary aides and a sample certificate of achievement. (KC)

This workshop guide is a unit of study for teaching dietetic assistants to work with quality control in a nursing home or hospital. The objective of the unit is to enable the students to develop and expand a dietetic services administrative and clinical quality assurance program in his or her own institution. Following the unit objective, the unit contains specific objectives (e.g., "to list appropriate personnel to serve on a dietetic services quality assurance committee"), suggested activities (i.e., "to show how to graph performance using transparency 6"), information sheets on aspects of quality assurance procedures, student assignment sheets, answers to the assignment sheets, a comprehensive unit test with answers, and unit references. Topics covered in the unit include quality assurance standards, dietetic services audits, sample outcome and process criteria, analyzing audit results, and auditing and performance schedules. (KC)

This workshop guide is a unit of study for teaching dietetic assistants to work with elderly persons. The objective of the unit is to enable the students to apply knowledge of the physiological and psychological effects of aging in providing nutritional care to the elderly in independent living and nursing home situations. Following the unit objective, the unit contains specific objectives (e.g., "to describe the effects of diminished senses on food intake"), suggested activities (e.g., "to invite resource person to speak on community services for the elderly"), unit references, information sheets on specific aspects of nutrition in relation to elderly persons, student assignment sheets, answers to assignment sheets, and a comprehensive unit test with answers. Topics covered in the unit include nutrient needs, the effects of illness on nutrient needs, recommended daily dietary allowances, and individual nutritional care plans, among others. (KC)