Case Study #1: A registered dietitian (RD) is newly employed as part of a treatment team in an ambulatory care setting. After several counseling sessions, one of the clients he is counseling for obesity discloses that she is being physically abused by her spouse and is experiencing depression. The RD continues to have the client come in for nutrition counseling sessions in an attempt to better understand the relationships among her current domestic situation, psychological state and weight issues. During a treatment team meeting, the RD reports on the client and is questioned by one of the team members about why he did not refer the client to the mental health professional. What should be done in this situation?
Case Study #2: A Didactic Program in Dietetics (DPD) student, who is a student member of ADA, is in a computer lab at the university taking an online examination for one of his courses. The course syllabus specifically states that the exam is to be taken without the use of the textbook or class notes. One of the student’s classmates observes the student referring to the text and class notes while completing the online exam. What should be done in this situation?
Case Study #6: An RD colleague voiced his opinion on several occasions about organic versus conventional produce. During an outpatient counseling session, you overhear this colleague strongly encouraging the use of organic produce despite the client protesting about the lack of availability of organic produce in her nearby grocery store and the higher cost associated with these products. As the conversation continues, the RD suggests to the client that purchasing smaller amounts of produce will ensure that the organic varieties can be obtained within the family budget.
Case Study #13: A registered dietitian (RD) is reading blogs posted by colleagues in dietetics. He finds nutrition misinformation written by an RD; her posting is not in agreement with a non-government organization’s recommendations and current scientific evidence. He is familiar with the topic because he consults for a food company that relies on the information to support their brand messages. He knows that the RD is incorrect and perpetuating myths, but he worries that it could also be considered a conflict of interest for him to correct the RD on the site.
Case Study #14: At a regional dietetic educator’s meeting there is a discussion about how to meet some of the didactic program in dietetics (DPD) and internship competencies. A DPD director has a disagreement with an internship director about how some of the competencies can be met. That year the DPD director discourages all students who want to apply to that internship and tells them not to apply because it is of poor quality. The internship director, who had previously talked to one of the potential applicants, runs into the applicant and asks the student why he did not apply. He tells her he was advised against it because of the “dubious” quality of the program.
Case Study #20: A consultant registered dietitian (RD) has a worksite wellness account. Her usual programming includes group classes on basic nutrition, nutrition for those with diabetes, heart-healthy eating, and coping with food allergies. She also provides personal coaching to the company’s employees. She is approached by one of an employee who is training for marathons and has specific interests in sports nutrition, nutrition during training and pre-/post-event. Although the RD is comfortable with the role of exercise and nutrition in basic health and general needs, competitive athletics is not an area of expertise.
Case Study #22: A group of registered dietetics practitioners, who are friends and co-workers have decided it will be easier (and less expensive) to meet continuing professional education (CPE) requirements if as a group, they decide on a plan with minor variations for each person to submit as their own. This, they rationalize will allow discussion and planning for helping those who are not sure of their plans. Further, the attendance at the CPE events will be split among the group with designated members taking responsibility for attending, taking detailed notes, taping speakers and duplicating any handouts, and CPE proof. This is rationalized as a form of “self-learning” with the idea that group members not attending will be able to ask questions of those who did as well as study the handouts. While discussing this as a group, several of the group members question if this is ethical.
Case Study #23: A skilled long-term facility patient with severe dementia tells a registered dietitian (RD) that she no longer wants to be fed via her gastrostomy feeding tube. She has no advanced directive. The daughter wants the mother fed. What is the RD’s role in this situation and what should be done?