Noteworthy Practices

ACEND® has begun to identify Noteworthy Nutrition and Dietetics Education Practices among ACEND®-accredited programs and would like to highlight one or more program(s) per quarter for their noteworthy practices on the ACEND® website. The next due dates for noteworthy practice submissions are January 15, 2021, April 16, 2021, July 16, 2021, and October 15, 2021.

Noteworthy practices in the following topic areas are requested.

  • Preceptor Recruitment and Recognition
  • Interprofessional Education
  • Curriculum i.e. simulation, review process, integrated experience
  • Program Improvement i.e. data collection, technology, pass rate

Program directors or other individuals associated with an ACEND®-accredited program are asked to complete the submission form and an abstract of their noteworthy practice and email it to ACEND® for review. Submissions will be reviewed by an ACEND® Board review team and selected entries will be posted.

Download a submission form.

Email completed submission forms and supporting documentation to with the subject line: Noteworthy Practice Submission.

2020 Noteworthy Practice Honorees

University of Hawaii at Manoa Didactic Program in Dietetics
Monica Esquivel, PhD, MS, RD, CSSD
Noteworthy Practice: Curriculum

The Didactic Program in Dietetics at the University of Hawaii at Manoa (UHM) offers the only accredited undergraduate Dietetics Bachelor’s Degree and Individualized Supervised Practice Pathway in the state and Pacific Region. To prepare graduates for working with Native Hawaiian and Pacific Islander (NHPI) populations and provide place-based learning opportunities, the UHM program partnered with the UHM Nursing Department and University of Guam (UoG) to develop a series of culturally-adapted medical nutrition therapy case studies. T there are limited in resources for culturally relevant teaching of clinical nutrition (i.e., case studies) for NHPI populations who experience alarmingly high health disparities related to nutrition and lifestyle. It is established that activity and problem-based learning is an ideal method to train students for the complex cases they will be faced with in the real world. Applying these teaching methods will lead to a dietetic workforce with the skills and knowledge to deliver health care that is in alignment with the needs of the diverse cultures and environments that our institutions aim to serve.

The objectives of this collaboration were to:

  1. Develop teaching resources to prepare graduates at UHM and UoG to provide culturally safe dietetics care to Native Hawaiian, Samoan, Filipino, Chamorro, and Chuukese patients.
  2. Reinforce a strengths-based approached to nutrition intervention planning
  3. Leverage cultural competency training resources across institutions and programs

UHM and UoG are enhancing dietetic capacity in the region while leveraging shared teaching resources in the field.

Lebanese American University, International Coordinated Program
Maya Bassil, PhD
Noteworthy Practice: Interprofessional Education

The Nutrition and Dietetics Coordinated Program (CP) at the Lebanese American University (LAU) is a four-year program with an Interprofessional Education (IPE) emphasis. IPE occurs when multiple professions learn about, from and with each other to develop cohesive practices that improve health care and well-being. The framework of IPE at LAU consists of didactic IPE modules, practice IPE activities, research, conferences, and other resources. For the IPE didactic modules, CP students attend a series of five mandatory and longitudinal workshops (IPE steps) offered throughout the curriculum of health and social care students (pharmacy, medicine, nursing, nutrition, and social work). Students from different professions at LAU are grouped by program level (entry, intermediate, or advanced) based on their amount of clinical experience and familiarity with the interdisciplinary practice.  As part of practice IPE activities, CP practicum students plan, organize, and execute health fairs in collaboration with other students from the interprofessional team. During their practicum, CP students also provide education sessions to nursing staff and medical students at the hospital on growing malnutrition rates and the importance of early identification and screening for malnutrition on patient outcomes.


Cedar Crest College Didactic Program in Dietetics
Shelley DePinto, MS, RDN, LDN
Noteworthy Practice: Curriculum

As part of NTR 341, an undergraduate nutrition counseling course, senior nutrition majors in the Cedar Crest College DPD provide nutrition coaching to volunteers from the campus community. This year the program adopted an online practice management and telehealth platform for the student-led nutrition coaching program. The platform Healthie was used for multiple elements of the program, including scheduling, communication, electronic paperwork, sharing client education materials, goal tracking, documentation, and mock billing activities.


  • To streamline the scheduling of student-led nutrition coaching sessions.
  • To convert all student-led nutrition coaching documentation from paper to electronic.
  • To facilitate communication between student coach and campus client that can be monitored by the instructor.
  • To provide students with a realistic experience in practice management, documentation in the electronic health record, and electronic billing.
  • To offer both students and clients an enjoyable, professional, and innovative coaching experience.

Maricopa County Department of Public Health Dietetic Internship
Courtney Baker, MHS, RDN and Diana Kinsfather, MS, RDN
Noteworthy Practice: Curriculum

Maricopa County Department of Public Health Dietetic Internship (MCDPHDI) has a 1 week Management Week rotation that all 11 interns participate in learning how to manage a dietetic internship. This rotation takes place every year in April. Interns are tasked with a variety of assignments including revisions to curriculum and evaluations forms, handbooks, and internship documents, and planning and executing a department meeting. Interns provided a department meeting educating staff on the role of a registered dietitian and their own path to getting selected for our program. Other management week tasks include creating welcome letters and care packages for incoming class of interns, beginning development of schedules, and providing quality improvement feedback to Dietetic Internship staff to improve operational processes of the internship. The interns are responsible for designating tasks between themselves to effectively complete all assignments within the week. A Trello board is utilized for communication between interns and DI staff and also helps monitor the progress of the assignments while allowing opportunity for feedback. Throughout this week interns realize the amount of planning, revising, and maintenance that is required to run an effective dietetic internship program. They feel empowered that their feedback is utilized to consistently make change. The objective of the rotation is to provide interns the opportunity to develop management skill, while mentoring others through activities to enhance the experience of future classes within our program.