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Nutrition and Dietetics

A student chops up vegetables in the kitchen

Program Overview

Our graduate program in nutrition and dietetics prepares students for evidence-based practice in the field of nutrition. With your Master of Science in Nutrition and Dietetics (M.S.N.D.), you can apply advanced knowledge about food and science in a variety of environments and counsel others in pursuing a healthy diet, improving their health, and fighting disease. The M.S.N.D. program also prepares students to sit for the national exam to become a Registered Dietitian Nutritionist (RDN), a professional title and credential. Starting January 1, 2024, a master’s degree will be required to sit for the credentialing exam.

Admission Events

Who Can Apply?

Students from all backgrounds who wish to pursue a career in nutrition and dietetics can apply for the M.S.N.D. program! Undergraduate students can enroll in our 3+2 program, completing three years of bachelor’s degree studies in exercise science and two years of graduate degree studies. In doing so, students can earn their M.S.N.D. faster and at a more affordable cost than other traditional programs. Post-graduate students or professionals seeking their master’s degree can come from any background and be admitted to the program; however, students may need to complete a series of pre-requisite classes prior to entry. We seek students with the desire to study a rigorous, competency-based, student-centered curriculum, develop into qualified and competent entry-level RDNs, and who are motivated to translate nutrition science for all populations.

Built for Flexibility

Our completely online program emphasizes critical thinking and uses interactive technology to engage you in the learning process. We have designed this program to provide flexibility and convenience for students to learn from our faculty on their own schedule.

Outcomes for RDNs

RDNs can work in a variety of environments, including clinical settings, public health clinics, fitness centers, nursing homes, universities, private practice, and more. Salaries for RDNs average $70,000 per year and the outlook for these positions is growing faster than average.

Accreditation Status

King’s College’s M.S. in Nutrition and Dietetics Future Graduate Program has been granted candidacy for accreditation by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) of the Academy of Nutrition and Dietetics, 120 South Riverside Plaza, Suite 2190, Chicago, IL 60606-6995, (312) 899-0040 ext 5400. Visit the ACEND webpage here.

Contact Dr. Diane M. DellaValle, [email protected] or 570-208-5900, ext. 5444 for more information.

*The Accreditation Council for Education in Nutrition and Dietetics (ACEND) released the Future Education Model Accreditation Standards for programs in nutrition and dietetics. These accreditation standards integrate didactic coursework with supervised experiential learning in a competency-based curriculum designed to prepare nutrition and dietetics practitioners for future practice.

This is an online program. There is no in-residence or on-campus requirement. *Outcome data for our FG Program will be available upon request.

Additional Info

Application and technical requirements, prerequisites.

To be eligible for our Future Graduate Program, applicants must have earned at least a Bachelor's degree from a US regionally-accredited college or university.

For applicants from foreign institutions, documentation must be provided that their academic degree has been validated as equivalent to the bachelor's or master's degree conferred by a US regionally-accredited college or university. Applicants from foreign institutions should visit the ACEND website for more information including links to independent foreign degree evaluation agencies. Applicants whose native language is not English must take and pass the TOEFL exam or complete a bachelor’s degree at a US College or University. Official TOEFL scores must be sent directly to the King’s College Graduate Admissions and received by the application deadline. The minimum TOEFL Score needed to apply is 108/120 on the internet-based test.

Other prerequisites that must be satisfied include successful completion (B or better) of the following courses: Anatomy and Physiology (all body systems must be covered; no labs required); organic chemistry (no labs required); and biochemistry (no labs required). An undergraduate GPA of 3.00 or better is also required.

While these prerequisites would not satisfy any of the competencies or performance indicators, students may request to have an assessment of prior learning (e.g. meeting of required competencies), which would be performed by our Program Director and/or Clinical Coordinator. See our policy on assessment of prior learning for more information.

Application Requirements

All prerequisite course work, including official transcripts and all application requirements, must be complete and uploaded at the time of application submission. In addition to King’s College’s Graduate Admissions Application, the FG MSND Program requires the following:

A current resume or curriculum vitae (CV)
(3) References with contact information.
Why the applicant is applying to this particular FG MSND program at King’s College
Why the applicant wants to enter the dietetics profession
Experiences that have helped to prepare the Applicant for a career in nutrition/dietetics
The applicant’s short- and long-term goals
The applicant’s strengths and challenges needing improvement

Applicant Selection Process

Complete graduate applications are scored based on GPA (including cumulative GPA and overall science and prerequisite GPA). Additional points are awarded for advanced degrees, graduate course credits, relevant coursework (earning a B grade or better), professional work, volunteer work, and other experiences. The quality and quantity of any health care experience or shadowing hours are also scored.

Your personal statement, CV/resume, references, and other experiences (work experience, community service, and extracurricular activities) included on your application are also scored, in addition to general communication and following of instructions throughout the application process (such as formal and informal interactions with program faculty and graduate admissions staff). The King’s College graduate admissions staff and nutrition programs faculty will notify selected candidates within four weeks of the application deadline. This selection process will continue until the class is filled, or until July 20, whichever comes first. A mandatory virtual orientation is held the first week of August before classes start.

Meeting minimum prerequisites does not guarantee admission. Once accepted, graduate applicants will be required to submit a non-refundable deposit to secure their seat. This deposit will then be applied to their tuition.

Application Deadlines

The application cycle for the Fall 2024 semester will open up on October 1, 2023 and close on February 15, 2024.

Completed Application Deadline - February 15, 2024
Admission Decision Notification - March 15, 2024
Last Day to Reserve Your Spot - April 1, 2024
First Day of Class - TBD

If you have any questions, please contact Bonnie Lanzendorfer, Graduate Admission Counselor at [email protected] or by phone at 570-208-8403.

Schedule a virtual meeting with Dr. Diane DellaValle, Nutrition Program Director to learn more about the program!

Technical Requirements

A list of technical requirements for online programs at King's is available here.

Becoming a RDN

The MSND FG Program provides the education and training necessary to become a Registered Dietitian Nutritionist (RDN). Completion of educational programs and supervised experiential learning (SEL) that are ACEND-accredited is required for the training to become a Registered Dietitian Nutritionist. Our program has been granted candidacy status by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) of the Academy of Nutrition and Dietetics, and is designed to be undertaken after completion of a baccalaureate degree from an accredited college university and completed prerequisites. Read more information about educational pathways to become a RDN here.

Effective January 1, 2024, the Commission on Dietetic Registration (CDR) will require a minimum of a master’s degree to be eligible to take the credentialing exam to become a registered dietitian nutritionist (RDN). In order to be approved for registration examination eligibility with a bachelor’s degree, an individual must meet all eligibility requirements and be submitted into CDR's Registration Eligibility Processing System (REPS) before 12:00 midnight Central Time, December 31, 2023. For more information about this requirement visit CDR's website: https://www.cdrnet.org/graduatedegree.

Graduates who successfully complete an ACEND-accredited FG program are eligible to take the CDR credentialing exam to become an RDN. The Registration Exam requirements are set by the Commission on Dietetic Registration (CDR). After successfully passing the Registration Examination, graduates can practice as Registered Dietitian Nutritionists (RDNs). In order to maintain registration, graduates must complete continuing professional educational requirements. In most states, graduates also must obtain licensure or certification to practice.

The Board of Registration of Dietitians/Nutritionists grants licenses to qualified individuals who comply with the requirements of the statute. The Board also insures that licensees have complied with continuing professional education requirements necessary to maintain current knowledge and renew their license. More information about state licensure requirements is available here.

Program Costs and Financial Aid

Estimated costs are approximate and may vary year to year.

Tuition: $799 per graduate credit

Graduate Year 1 Tuition: 21.0 credits max* (includes thesis) = $16,779
Graduate Year 2 Tuition: 21.0 credits max* (includes thesis) = $16,779

Total Graduate Tuition: $33,558 max*

*The cost of two years of tuition without completing the optional research thesis and traditional real work professional environment (RWPE) schedule (39 total credits) = $31,161.

Program and other fees and expenses not included with tuition:

Laptop computer: $1,500
Virtual food labs: $250
Clothing required for supervised experiential learning: $220
Drug test: $100
Medical exam: $200
Professional liability insurance: $30/year ( obtain online )
Academy of Nutrition and Dietetics student membership: $58 per year
Background check fees: $50
Textbooks: $1,500
Total program and other fees: $4,000

TOTAL ESTIMATED COST for two years, including tuition and fees: $37,558

Financial Aid : King’s College does not provide financial aid to graduate students. However, you can still apply for private loans as well as federal and state financial aid. You must complete the FAFSA to apply for federal loans . If you have questions about tuition and fees, contact King’s College’s Office of Financial Aid at (570) 208-5876 or [email protected] .

Students are responsible for researching and applying for alternative loans. You may borrow up to the total cost of attendance not covered by other financial aid. We encourage you to compare multiple lenders and loan terms for the one that best fits your needs.

Academy Foundation Scholarships are also available through an Academy student membership , which our graduate students must acquire and maintain throughout the program. For more information about these scholarships, please visit this website .

Curriculum and Program Options

The King’s College Master of Science in Nutrition and Dietetics (MSND) Future Graduate program is conveniently designed to be completed in two years on a part-time basis. Courses in the MSND program are shorter than a traditional 16-week semester, with each one broken into two seven-week mini-semesters. Completing the program requires 39-42 credit hours, depending on student goals.

The optional thesis schedule is shown below. Students should begin their thesis by the Summer of their first year to complete their research on time.

New students are admitted in the Fall. Visit the King’s College Academic Calendar to find key dates and deadlines for each accelerated semester. However, it may be necessary to work outside the Academic Calendar during RWPE supervised experiential learning (SEL) depending on site placement, facility hours, and preceptor availability.

COURSE REQUIREMENTS

12 courses – 36 credits

Grand total graduate credits earned with optional thesis and with traditional RWPE schedule = 42.0

Grand total graduate credits earned without optional thesis with traditional RWPE schedule = 39.0

ND 601 Physiological Basis of Nutrition I - 3 credits
ND 602 - Physiological Basis of Nutrition II - 3 credits
ND 603 – Advanced Nutritional Biochemistry, Macronutrients & Alcohol - 3 credits
ND 604– Advanced Nutritional Biochemistry, Micronutrients (Vitamins and Minerals) - 3 credits
ND 605 – Nutrition through the Lifecycle - 3 credits
ND 606 – Advanced Sports Nutrition and Energy Metabolism, w/lab - 3 credits
ND 607 – Adv Leadership/Management for Allied Health Careers - 3 credits
ND 608 – Principles of Foods and Management, w/lab - 3 credits
ND 609 – Medical Nutrition Therapy - 3 credits
ND 610 – Nutrition Counseling - 3 credits
ND 611 – Food Systems and Health, w/lab - 3 credits
ND 612 – Nutrition Research Methods – 3 credits

Nutrition Philosophies

Throughout our curriculum, we teach and model the Total Diet Approach, which is the notion that the overall dietary pattern of foods eaten is the most important focus. This means that everything a person eats “averages out” over time, and the combination of all food and drink is what gives people energy and nutrients to meet their individual needs.

This also means that all foods can fit in a balanced dietary pattern. There are no good foods or bad foods: just foods. Foods have no moral value.

Body acceptance and inclusivity are important, as well as being aware of implicit weight bias. We need to respect different body sizes and shapes and understand that body weight has no moral value and is not the only health status indicator.

Future Graduate Model Program Accreditation

*The Accreditation Council for Education in Nutrition and Dietetics (ACEND) released the Future Education Model Accreditation Standards for programs in nutrition and dietetics . These accreditation standards integrate didactic coursework with supervised experiential learning in a competency-based curriculum designed to prepare nutrition and dietetics practitioners for future practice.

Graduation and Program Completion Requirements

Our MSND is the only program that has been granted candidacy for accreditation by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) at King's College, as well as in the NEPA area.

Successful completion of our MSND requires:

Obtaining all undergraduate transcripts demonstrating attainment of undergraduate degree.
Documentation of successful completion of required prerequisites.
Completion of at least 1100 SEL hours.
Completion of all King’s College MSND program degree requirements, including satisfactory demonstration of required competencies. Students will be required to redo any work that does not satisfactorily meet the required competencies.
Meeting all of the objectives for required coursework including satisfactory completion of all RWPE rotations, course assignments, and following all policies and procedures of the King’s College FG Program.
Satisfactory evaluations by preceptors and faculty, completed and shared with students upon completion of each required SEL experience, which confirm attainment of all competencies outlined for the FG Program. Students will be required to redo any work that does not satisfactorily meet the required competencies.

Upon successful completion of the of the FG program, the student will receive a Verification Statement and the student’s information will be submitted to the Commission on Dietetics Registration (CDR) for eligibility for the RDN exam. The Verification Statement and submission to CDR will not be provided until all of the above requirements are met.

The MSND FG program is designed to meet the educational requirements for the State of Pennsylvania. Determinations regarding professional licensure and certification eligibility associated with this program are outlined below.

The Program meets the educational requirements for professional licensure and/or certification as an entry-level registered dietitian in the following states: Alabama, Alaska, Arkansas, Connecticut, Delaware, Washington DC, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Washington, West Virginia, Wisconsin, and Wyoming.
Since no licensure or certification exists in some states, a determination has not been made as to whether or not the program meets the educational requirements for professional licensure and/or certification as an entry-level registered dietitian in: Arizona, California, Colorado, Michigan, and Virginia.

Student-identified Supervised Experiential Learning (SEL) Guide

Selection of Supervised Experiential Learning (SEL) Sites: Facilities where Supervised Experiential Learning (SEL) hours are completed are selected using specific criteria established by the MSND Program Director and Clinical Coordinator, and evaluated on a yearly basis. SSEL Sites/Facilities and Preceptors are evaluated upon the completion of each SEL rotation by the Student and Clinical Coordinator.

The site/preceptor must meet the following criteria:

A desire to be a preceptor to a student and be committed to overseeing the required Supervised Experiential Learning (SEL).
Maintenance of current credentials for the profession (i.e., RDN, MD, PharmD, DO, LCSW, etc)
Provision of experiences that meet the required competencies.
Adequate staffing to provide a positive learning experience for the student, including proper supervision and instruction by the preceptor(s).
Adequate time, supervision and instruction for projects to be completed.
Completion of a fully-executed affiliation agreement with the facility.

It is the student’s responsibility to locate SEL sites and preceptors in the geographic location in which they desire to complete the SEL, however, the MSND Program Clinical Coordinator is available for guidance throughout this process, and can aid students in identifying appropriate sites and preceptors. It will be important to be flexible, and research the geographic location the student wishes to complete the SEL. If it is in an area that is saturated with other nutrition and dietetics students, you may need to consider other nearby sites in areas that are less likely to receive SEL requests. Students may need to consider dividing SEL hours between a few different facilities, or offer to complete SEL hours on the weekends if the site can accommodate them.

The Clinical Coordinator will evaluate the adequacy of the proposed RWPE SEL site and Preceptor prior to initiating an affiliation agreement and student placement for the rotation. Students and Clinical Coordinator will evaluate both the Preceptor and RWPE SEL Site / Facility upon conclusion of the RWPE SEL rotation, and these evaluations will be stored along with the completed, signed affiliation agreements, which will be maintained in a password-protected shared folder (King’s College MS Outlook, Sharepoint). The compiled list of all accepted affiliation agreements and Preceptor and Facility Evaluations will be maintained by the Clinical Coordinator in a password-protected shared folder for future reference.

Affiliation agreements will be required for all facilities where students are participating in SEL activities that allow students to demonstrate achievement of competencies. Facilities that can provide the appropriate breadth of experiences, opportunities for students to achieve required competencies, and qualified preceptors will be approved by the Clinical Coordinator for the MSND Future Graduate Program. The affiliation agreement must be in place before students start their SEL. If there are changes needed during a negotiation of the affiliation agreements between King’s College and the facility, this process can take 1 to 6 months to complete. Written affiliation agreements are required between the student’s supervised experiential learning facilities and KING’S COLLEGE prior to the beginning of the student participation in SEL at the facility. This means, prior to the start of ND 615 (Year 1, Summer term), ND 616 (Year 2, Fall term), and ND 617 (Year 2, Spring term). KING’S COLLEGE will provide prospective and current students seeking SEL hours with a pre- approved affiliation agreement to have signed by approved SEL sites for required SEL rotations. Occasionally some facilities prefer to use their own version of an agreement, in that case the legal counsel of KING’S COLLEGE and the facility will work together to find mutually acceptable language if possible. Affiliation agreements must be completed between KING’S COLLEGE legal counsel and the practice site/facility prior to the student participation in SEL activities.

In our King's College FG MSND Program Handbook and in any Affiliation Agreement (e.g. for a Supervised experiential Learning Facility), we state the following:

Graduates students must be in compliance with the following in order to satisfy Affiliation Agreements between King’s College and their SEL Facility:

"Information to the Students to provide verification to the Clinical Party of the Student’s current health status, including documentation of physical examination and any titers required by the Clinical Party, along with guidance to the Students that each of the Students are to be in compliance with the Center for Disease Control (CDC) recommendations for immunization of healthcare providers and any other state mandated immunizations.”

Prior to applying to the MSND, students do not need to have SEL lined up, but it is advised that a plan of action be in place to obtain SEL upon acceptance into the Program. It is strongly recommended that at least six months before the SEL experience begins, students should reach out to potential supervised practice learning sites in their communities and start making connections. An updated resume and cover letter describing their interests, skill sets, a brief description of the requirements (final products, a defined preceptor, etc.), and the types of opportunities desired (clinical, community, food service, management) should be created. It is recommended that the students begin this search at least 6 months in advance as this process can be time consuming and it will likely take time to arrange the SEL sites.

Section 1: Procedure for Supervised Experiential Learning (SEL) Sites

Finding SEL sites, prospective and matriculated students:

While King’s College Master of Science in Nutrition and Dietetics (MSND) students are admitted from all over the US, many of our applicants may be from the tri-state area (Scranton/Wilkes-Barre, Pa.; New Jersey; New York), and it may be anticipated that there will be significant overlap in students trying to find SEL sites in regard to geographical location. Thus, there is a possibility that students may experience challenges locating appropriate preceptors in pursuit of admission and/or continuation in the MSND program, however, the MSND Program Clinical Coordinator is available for guidance throughout this process, and can aid students in identifying appropriate sites and preceptors.

The MSND program has structures in place to assist both prospective and matriculated students in securing SEL sites, including a database (EXXAT) that students can use to help locate sites in their area; this database includes pertinent sites (i.e. hospitals, clinics, outpatient practice centers) with previous affiliation agreements from other King’s College SEL-required programs such as the Masters of Science in Athletic Training and Masters of Science in Physician Assistant Studies programs, as well as sites with previous regional affiliation agreements with the on campus Nursing Program. This database will be maintained to include additional sites that MSND students have utilized successfully as that information becomes available. The database will be kept up to date by the MSND Clinical Coordinator, under the guidance of the MSND Program Director. The MSND program is also currently working with, and will pursue ongoing contact in support of, SEL opportunities at national and regional sites such as the VA system, WIC and Highmark Health, and will provide regional contact information to prospective and matriculated students who experience challenges locating adequate sites at which to complete their SEL hours.

Matriculated students are required to join the Academy of Nutrition and Dietetics upon enrollment in their first course, which will allow them to access the list of ACEND preceptors via the ‘Find A Preceptor’ tool on the Academy website. The students will be monitored closely and continuously throughout the program to ensure that the academic experience is only slightly impacted if attaining sites proves challenging.

The MSND Clinical Coordinator and Program Director will be actively involved with prospective students that have met the pre-requisite requirements for admission and are at the stage of the application process where they are required to acquire sites and preceptors, as well as affiliation agreements, for program admission.

While the student is responsible for finding and securing their own SEL sites, the program will provide suggestions to support all students as they work to locate acceptable sites to achieve their SEL requirements. The program does not require students to move temporarily to accept a site. The program does not require travel at any point to Wilkes-Barre, PA for SEL sites. The program has created databases of potential regional contacts for each state to support students as they work to locate and secure SEL sites.

While the student is responsible for finding and securing their own SEL sites, the MSND Program Clinical Coordinator is available for guidance throughout this process, and can aid students in identifying appropriate sites and preceptors. In all cases the student will be supported to the extent possible by the MSND Clinical Coordinator and Program Director to identify potential SEL sites and negotiate successful affiliation agreements with these sites, however it remains the student’s responsibility to locate appropriate sites. In the event that the student is not able to find suitable sites, the following procedures will be adhered to.

If a student has challenges as addressed above, possible alternatives to support the student in completing the required SEL include:

approval of alternate learning experiences that allow for assessment of attainment of the specified competencies (this option would adhere to current ACEND guidance regarding alternate SEL experiences, and would not exceed the amount allowed by ACEND)
approval of off-schedule SEL hours to offset a disruption, for instance completing 20 hours in one week or completing hours during the evening or on weekends
completing hours at telehealth sites, or other actual SEL sites that offer remote options to attain required competencies

Students may need to consider dividing clinical hours between a few different facilities or offer to complete SEL hours on the weekends or evenings to complete SEL requirements. The Clinical Coordinator of the MSND will help as much as possible, but the student is responsible for finding all SEL sites and preceptors in a geographic location suitable to the student if SEL hours are disrupted.

Matriculated students that experience an unexpected disruption to their SEL schedule:

Should a student encounter a situation where a preceptor or site is unable to continue to accommodate the student, the student must immediately contact the MSND Clinical Coordinator and Program Director and, if applicable, the Faculty of their current course. The MSND Clinical Coordinator and Program Director and student will discuss and determine the appropriate course of action for the student which could include but is not limited to:

the MSND Clinical Coordinator and Program Director will help the student review other potential sites in their geographical area that they might be able to contact for possible SEL hours
the student and the MSND Clinical Coordinator and Program Director can discuss with available preceptor(s) approval of off-schedule SEL hours to offset a disruption, for instance completing 20 hours in one week or completing hours during the evening or on weekends
if additional sites and/or off-schedule SEL hours are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site
the student will sign an agreement to complete the alternate and actual SEL plans and the MSND Clinical Coordinator and Program Director will note the plan in the student record
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL the Faculty (always an RD/with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies.

Matriculated students that experience the inability to secure additional sites: In all cases the student will be supported to the extent possible by the MSND Clinical Coordinator and Program Director to identify potential SEL sites and negotiate successful affiliation agreements with these sites, however it remains the student’s responsibility to locate appropriate sites. In the event that the student is not able to find suitable sites, the following procedures will be adhered to.

Should a student have a challenge arranging the remaining sites as required, the student must immediately contact the MSND Clinical Coordinator and Program Director and, if applicable, the Faculty of their current course. The student and MSND Clinical Coordinator and Program Director will determine if previous/current sites can meet the needs and remaining Supervised Experiential Learning (SEL) hours and competencies. If this is not possible, the MSND Clinical Coordinator and Program Director and student will discuss and determine the appropriate course of action for the student which could include but is not limited to:

the student and the MSND Clinical Coordinator and Program Director can discuss with potential preceptor(s) in the area if off-schedule SEL hours would be an option, for instance completing 20 hours in one week or completing hours during the evening or on weekends
if additional sites are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL
the Faculty (always an RD with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies
if the Supervised Experiential Learning competencies are not met and the student cannot achieve a low-pass grade in the associated course, the student will be able to retake the SEL portion of the course

Students may need to consider dividing clinical hours between a few different facilities or offer to complete SEL hours on the weekends or evenings to complete SEL requirements. The Clinical Coordinator and Program Director will help as much as possible, but the student is responsible for finding all SEL sites and preceptors in a geographic location suitable to the student if SEL hours are disrupted.

Section 2: Supervised Experiential Learning (SEL) Policies and Procedures

Selection of supervised experiential learning (sel) sites.

Supervised Experiential Learning sites are mandatory to provide experiences for demonstration of attainment of competencies required to be a qualified entry level registered dietitian nutritionist (RDN). Placement of students in SEL is for educational purposes. Graduate students will not to be used to replace facility employees and will require preceptor supervision throughout the experience. Facilities where Supervised Experiential Learning (SEL) hours are completed are selected using specific criteria established by the MSND Program Director and Clinical Coordinator. SEL Sites/Facilities and Preceptors are evaluated upon the completion of each SEL rotation by the Student and Clinical Coordinator. See also Appendix : Supervised Experiential Learning Guidance Documents.

Each SEL Preceptor must meet the following criteria:

Maintenance of current credentials for the profession (i.e., RDN, MD, PharmD, DO, LCSW, etc.)
Provision of experiences that meet the required competencies for the SEL.
Adequate staffing to provide a positive learning experience for the

student, including proper supervision and instruction by the preceptor(s).

Completion of Preceptor Information and Commitment Form.
Completion of Preceptor and Competency-Based Education (CBE) Training.
Ability to document appropriate continuing education for the previous (2) years (submission of a Personal Development Portfolio is desirable).
Willingness to review Program Policies and Procedures with Program’s Clinical Coordinator on phone or video conference to clarify expectations.

Minimum Site/Facility Requirements:

Clinical sites (e.g. acute care, sub-acute care, long-term care or hospice) must be accredited by the Joint Commission or other appropriate accreditation agency.
Sites must be willing to enter into an Affiliation Agreement with King’s College. Site-generated agreements will be reviewed by King’s College for compatibility with the laws of the State of Pennsylvania.
Supervised Experiential Learning (SEL) Facility Form must be completed by the MSND Graduate Student for any site at which the Graduate Student will have patient/client contact, interaction with facility employees beyond their preceptor or the general public, or act as a representative of the facility.

Student Responsibilities: Prior to applying to the MSND, students do not need to have SEL lined up, but it is advised that a plan of action be in place to obtain SEL upon acceptance into the Program. It is strongly recommended that at least six months before the SEL experience is proposed to begin, with the guidance of our Program’s Clinical Coordinator, graduate students should reach out to potential supervised practice learning sites in their communities and start making connections.

An updated LinkedIn page , digital resume and cover letter describing their interests, skill sets, a brief description of the requirements (final products, a defined preceptor, etc.), and the types of opportunities desired (clinical, community, food service, management) should be created. It is recommended that the graduate students meet with our Clinical Coordinator early on in the program to get guidance and begin this search at least 6 months in advance, as this process can be time consuming, and it will likely take time to arrange the SEL sites. Continuous communication with the Clinical Coordinator throughout the program is expected of each Graduate student.

Steps to be Completed Prior to Any SEL Taking Place:

Graduate Student discusses with Program’s Clinical Coordinator a proposed timeline for SEL experience , along with interests, proposed sites and preceptor(s).
After discussion with and approval from the Clinical Coordinator, Graduate Student will be encouraged to reach out to Proposed Preceptors, cc’ing the Clinical Coordinator (see Appendix for sample templates).
Program’s Clinical Coordinator will meet with the Proposed Preceptor. Responsibilities and commitments, expectations are discussed. There are also forms and documentation the Clinical Coordinator needs to collect from this Proposed Preceptor if s/he agrees to this relationship.
Clinical Coordinator will work on getting the affiliation agreement signed & confirmed by King’s College – this process goes through several layers. This part of the process can take up to 6 months.
Program’s Clinical Coordinator needs to confirm with Graduate Student that the Rotation SEL Pre Requisites have been completed. These may include courses, modules, readings, etc., or anything else the Preceptor(s) requests to have completed (e.g. identity verification, background checks, fingerprints, drug tests, prep work, etc.). All prerequisite activities will be documented in the Graduate Student’s ePortfolio.
Clinical Coordinator will work with Proposed Preceptor to complete paperwork, training modules, etc. prior to having Graduate Student in her/his Facility. The preceptor needs to have the Preceptor Training, Competency-Based Education (CBE) Training and Handbook, which the Clinical Coordinator will make sure he/she has access to and completes.
Only after the above is completed, Program Director will have our Administrative Specialist register Graduate Student for the corresponding SEL Course (e.g. ND 615 -Community, ND 616-Foodservice Management or ND 617 – Clinical Nutrition SEL), each of which is 1.0 graduate credit. The Graduate Student will need to complete no less than 10 h SEL per week in a single facility/with a single preceptor, and no less than 200 h in each of the RWPE SEL rotations to complete the required competencies. These RWPE SEL “courses” will occur over a traditional 16-week term (rather than the single accelerated semester for which the Graduate Student is enrolled).
The Clinical Coordinator will need the Graduate Student’s final timeline for the RWPE SEL (start date, daily schedule, weekly schedule, etc.) prior to the start of the rotation.

Please see Table 2 for deadlines* to meet important SEL Planning Milestones and keep the Graduate Student on-track during the MSND Program, along with what the time to complete SEL in the RWPE would look like on PT vs FT scheduling.

Table 2. Deadlines* for Supervised Experiential Learning (SEL) in the Real-World Professional Environment (RWPE): Milestones , AY 2024-2025

PT: Part-time, FT: Full-time

*Some graduate students may be ready far ahead of this schedule and that is okay – each graduate student has a different background, experiences, and personal circumstances. This is a guide for the absolute LATEST these milestones should be occurring for the Graduate Student.

IN ADDITION TO COMPLETING THE COMPETENCIES, GRADUATE STUDENT RESPONSIBILITIES DURING ALL RWPE SEL:

Graduate Students need to complete daily reflective journal entries about everything being completed at their site. This includes projects you are working on, competencies you are meeting, etc. The link is on the RWPE Moodle site in which you will be enrolled upon approval of your RWPE SEL.
During your RWPE SEL rotation, graduate student should be uploading projects, materials, resources, handouts, etc. that show how the required competencies have been met during the RWPE SEL. There is a Moodle drop box for each required competency. You can submit multiple items in one drop box.
Graduate Students are required to update the digital reflective e-portfolio during each RWPE SEL rotation, and email the URL link of that e-portfolio to the Clinical Coordinator upon completion of the RWPE SEL for evaluation.

Procedure for Locating and Securing Supervised Experiential Learning (SEL) Sites

While King’s College Master of Science in Nutrition and Dietetics (MSND) graduate students are admitted from all over the USA, many of our applicants may be from the tri-state area (Pennsylvania, New Jersey, New York) , and it may be anticipated that there will be significant overlap in students trying to find SEL sites in regard to geographical location. Thus, while there is a possibility that students may experience challenges locating appropriate preceptors in pursuit of admission and/or continuation in the MSND program, the MSND Program Clinical Coordinator is available for guidance throughout this process, and can aid students in identifying appropriate sites and preceptors.

It is the graduate student’s responsibility to locate SEL sites and preceptors in the geographic location in which they desire to complete the SEL, however, the MSND Program Clinical Coordinator is available for guidance throughout this process, and can aid students in identifying appropriate sites and preceptors. It will be important for the graduate student to be flexible, and or the graduate student to research the geographic location in which s/he wishes to complete the SEL. If this is in an area that is “saturated” with other nutrition and dietetics students and interns, you may need to consider other nearby sites/facilities in areas that are less likely to receive SEL requests. Graduate students may need to consider dividing SEL hours between a few different facilities (keeping in mind the 10 h minimum per site/facility, per preceptor rule) , or offer to complete SEL hours on the weekends if the site and preceptor can accommodate them for this type of schedule.

The MSND program has structures in place to assist both prospective and matriculated graduate students in securing SEL sites, including a database that the Clinical Coordinator can use to help assist graduate students locate sites in their area; this database includes pertinent sites (i.e. hospitals, clinics, outpatient practice centers) with previous affiliation agreements from other King’s College SEL-required Health Sciences programs such as the Masters of Science in Athletic Training and Masters of Science in Physician Assistant Studies programs, as well as sites with previous regional affiliation agreements with the on-campus Nursing Program. This database will be maintained to include additional sites that MSND graduate students have utilized successfully as that information becomes available. The database will be kept up to date by the MSND Clinical Coordinator, under the guidance of the MSND Program Director. The MSND program is also currently working with, and will pursue ongoing contact in support of, SEL opportunities at national and regional sites such as the VA system, WIC/MFHS and Highmark Health, and will provide regional contact information to prospective and matriculated graduate students who experience challenges locating adequate sites at which to complete their SEL hours.

Further, matriculated graduate students are required to join the Academy of Nutrition and Dietetics upon enrollment in their first course, which will allow them to access the list of ACEND preceptors via the ‘Find A Preceptor’ tool on the Academy website. The graduate students will be monitored closely and continuously throughout the program to ensure that the academic experience is only slightly impacted if attaining sites proves challenging.

The Course Curriculum Plan (Table 1) will be utilized by the MSND Clinical Coordinator, Program Director and prospective and matriculated graduate students to plan in advance the types of SEL sites and hours that will be needed for each course. To provide structure and guidance on arranging RWPE SEL site preceptors and hours, graduate students will adhere to curriculum plan, however, there is flexibility with when the graduate student may start which RWPE SEL experience, as well as whether or not the graduate student decides to complete a research thesis.

The MSND Clinical Coordinator will be actively involved with prospective graduate students that have met the pre-requisite requirements for admission, and will guide graduate students with developing a timeline and process for acquiring sites and preceptors, as well as affiliation agreements, for the MSND FG program. See Table 2 for milestone deadlines.

While the graduate student is responsible for finding and securing their own SEL sites, the MSND Program Clinical Coordinator is available for guidance throughout this process, and can aid graduate students in identifying appropriate sites and preceptors . In all cases, it is required that the graduate student communicate with the Program Director and Clinical Coordinator, in order to be supported to the greatest extent possible by the MSND Clinical Coordinator and Program Director to identify potential SEL sites and negotiate successful affiliation agreements with these sites, however it remains the graduate student’s responsibility to identify and locate appropriate sites, and travel to/from their site, or if necessary, temporarily relocate to an appropriate SEL site location. In the event that the graduate student is not able to find suitable sites, the following procedures will be adhered to:

If a graduate student has challenges as addressed above, possible alternatives to support the graduate student in completing the required SEL include:

Graduate students may need to consider dividing clinical hours between a few different facilities (keeping in mind the 10 h minimum per site/facility, per preceptor rule) , or offer to complete SEL hours on the weekends or evenings to complete SEL requirements. The Clinical Coordinator of the MSND program will help as much as possible, but the graduate student is responsible for finding all SEL sites and preceptors in a geographic location suitable to the student if SEL hours are disrupted.

Matriculated graduate students that experience the inability to secure additional sites

will be supported to the fullest extent possible by the MSND Clinical Coordinator and Program Director to identify potential SEL sites and negotiate successful affiliation agreements with these sites, however it remains the graduate student’s responsibility to locate appropriate sites. In the event that the graduate student is not able to find suitable sites, the following procedures will be adhered to:

Should a graduate student have a challenge arranging the remaining sites as required, the student must immediately contact the MSND Clinical Coordinator and Program Director and, if applicable, the Faculty of their current course. The graduate student and MSND Clinical Coordinator and Program Director will determine if previous/current sites can meet the needs and remaining Supervised Experiential Learning (SEL) hours and competencies. If this is not possible, the MSND Clinical Coordinator and Program Director and graduate student will discuss and determine the appropriate course of action for the graduate student which could include but is not limited to:

the MSND Clinical Coordinator and Program Director will help the student review other potential sites in their geographical area that they might be able to contact for possible SEL hours.
the student and the MSND Clinical Coordinator and Program Director can discuss with potential preceptor(s) in the area if off-schedule SEL hours would be an option, for instance completing 20 hours in one week or completing hours during the evening or on weekends.
if additional sites are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site.
the student will sign an agreement to complete the alternate and actual SEL plans and the MSND Clinical Coordinator and Program Director will note the plan in the student record.
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL.
the Faculty (always an RD/RDN with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies.
if the Supervised Experiential Learning competencies are not met and the student cannot achieve a low-pass grade in the associated course, the student will be able to retake the SEL portion of the course.

Students may need to consider dividing clinical hours between a few different facilities (keeping in mind the 10 h minimum per site/facility, per preceptor rule) , or offer to complete SEL hours on the weekends or evenings to complete SEL requirements. The Clinical Coordinator and Program Director will help as much as possible, but the graduate student is responsible for finding all SEL sites and preceptors in a geographic location suitable to the student if SEL hours are disrupted.

Evaluation of Adequacy of SEL Sites and Preceptors

The Clinical Coordinator will evaluate the adequacy of the proposed RWPE SEL site and Preceptor prior to initiating an affiliation agreement and graduate student placement for the rotation. The Graduate Student and Clinical Coordinator will evaluate both the Preceptor and RWPE SEL Site / Facility upon conclusion of the RWPE SEL rotation, and these evaluations will be stored along with the completed, signed affiliation agreements, which will be maintained in a password-protected shared folder (King’s College MS Outlook, SharePoint). The compiled list of all accepted affiliation agreements and Preceptor and Facility Evaluations will be maintained by the Clinical Coordinator in a password-protected shared folder for future reference.

Affiliation Agreements for SEL Sites

Affiliation agreements (see Appendix) will be required for all facilities where students are participating in SEL activities that allow students to demonstrate achievement of competencies. Facilities that can provide the appropriate breadth of experiences, opportunities for students to achieve required competencies, and qualified preceptors will be approved by the Clinical Coordinator for the MSND Future Graduate Program. The signed affiliation agreement must be in place before students start their SEL. If there are changes needed during a negotiation of the affiliation agreements between King’s College and the facility, this process can take 1 to 6 months to complete. Written affiliation agreements are required between the student’s supervised experiential learning facilities and KING’S COLLEGE prior to the beginning of the student participation in SEL at the facility. This means, prior to the start of ND 615 (Year 1, Summer term), ND 616 (Year 2, Fall term), and ND 617 (Year 2, Spring term). KING’S COLLEGE will provide prospective and current students seeking SEL hours with a pre- approved affiliation agreement to have signed by approved SEL sites for required SEL rotations. Occasionally some facilities prefer to use their own version of an agreement, in that case the legal counsel of KING’S COLLEGE and the facility will work together to find mutually acceptable language if possible. Affiliation agreements must be completed between KING’S COLLEGE legal counsel and the practice site/facility prior to the graduate student participation in SEL activities.

Supervised Experiential Learning Work Schedule and Attendance

The overall RWPE SEL schedule will be predetermined by both the student, MSND Clinical Coordinator and Program Director and preceptors prior to acceptance into the program and must be completed according to the submitted schedule. Your SEL work schedule is decided by your Preceptor(s) for your RWPE SEL, and should always be considered tentative and subject to change, as it would if you were working. Please be flexible. You and your preceptor will determine a schedule that allows you to consistently complete RWPE SEL hours to meet the required competencies. If site schedules do not allow for this and/or extenuating circumstances arise that take away from SEL time, it is the graduate student’s responsibility to determine a way to meet the required competencies while working with the preceptor and the MSND Clinical Coordinator and Program Director. Any schedule changes should be communicated to you by your RWPE SEL Preceptor.

The hours you work may vary from facility to facility as well as the SEL focus. Graduate Students must be flexible with regard to the work week. Weekends and/or evening hours may be required during some experiences. You will be expected to establish the work schedule at a particular site with your preceptor. Rearrangement of the work schedule without prior approval of the preceptor and the MSND Clinical Coordinator and Program Director will be considered an absence. You may not work on didactic assignments (or submit them) on SEL time. You may work on a didactic assignment during your documented break.

If an extenuating circumstance arises that necessitates altering a SEL experience and/or facility, a discussion should be made with the MSND Clinical Coordinator and Program Director immediately followed with a written request. A one month notice of SEL alteration is requested but in emergent circumstances it is the student’s responsibility to notify the MSND Clinical Coordinator and Program Director of any alterations as soon as possible. See above guidance (Procedure for Supervised Experiential Learning (SEL) Sites) in this handbook for policies and procedures for information on finding appropriate sites.

Attendance: Graduate Students are expected to complete all assigned Supervised Experiential Learning, coursework, and scheduled meetings with Faculty. Graduate Students must seek approval from both their RWPE preceptor and the MSND Clinical Coordinator and Program Director for a change in schedule due to circumstances such as illness, bereavement purposes, personal reasons, emergencies, or job interviews.

Graduate Students must be present on time for each day at their arranged RWPE SEL site or at another professional setting, as determined by their current RWPE preceptor. If it is necessary for the student to be absent for any reason (including illness) from his/her SEL setting, the preceptor and the MSND Clinical Coordinator and Program Director MUST be notified at least 2 hours prior to the scheduled arrival time. Personal business, including doctors’ appointments, are not acceptable reasons to be absent and should be conducted on off-duty time rather than during hours when students are expected to be in SEL. In the event of an emergency, notify the MSND Clinical Coordinator and Program Director and your RWPE preceptor. In all cases, the SEL time will need to be made up and this should be coordinated with the MSND Clinical Coordinator and Program Director and your RWPE preceptor. If an appointment must occur during SEL time, prior approval must be received from the MSND Clinical Coordinator and your RWPE SEL Preceptor.

Unplanned Leave/Absence - The graduate student must contact the MSND Clinical Coordinator and Program Director via phone and email and Supervised Experiential Learning preceptor as soon as possible to request leave. The MSND Clinical Coordinator and Program Director will document the information on the student’s attendance record kept in the student’s file.
Planned Leave - The graduate student must submit a written request as far in advance as possible. The MSND Clinical Coordinator and Program Director will either deny or approve the request. The original request will be kept in the student’s file. Approved leave will be documented on the student’s attendance record kept in his/her file along with the original written request. Unapproved absences are not acceptable and will be subject to disciplinary action up to and including termination from the program.
Tardiness - If the graduate student expects to be late, he/she will call both the MSND Clinical Coordinator and Program Director and the current supervising preceptor to provide a reason for the tardiness and an approximate time of arrival. It is the responsibility of the student to communicate any changes to both the director and preceptor at all times. Excessive tardiness will be subject to action up to and including termination from the program.

Weekly Log of Hours: Graduate Students are required to maintain daily records of his/her supervised hours and turn in a weekly log to the faculty and MSND Clinical Coordinator and Program Director upon completion of Supervised Experiential Learning at that site. All SEL hours will be documented by the student on a weekly timesheet and submitted using documentation procedures as instructed via MS SharePoint Link in the appropriate Moodle SEL Course Site by Sunday at midnight EST. The student will document completion of SEL hours similarly to the process completed by an “hourly employee” by documenting “clock in” and “clock out” hours down to the minute and include time “clocked out” for lunch breaks. The week’s cumulative hours and minutes will be totaled by the student, digitally signed by the student as accurate, and digitally signed by the preceptor* verifying the SEL hours. The signed timesheet will be submitted to the Clinical Coordinator by Sunday, 11:59 PM EST each week. All time sheets must be signed and submitted after SEL hours have been completed for the week.

The Graduate Student will record his/her/their hours worked on the SharePoint page each day s/he / they complete hours. This is done by clicking on the “SEL Reporting” tab and then the “+ New” button.
Once everything is all set for an SEL rotation, the Clinical Coordinator will be adding the Graduate Student’s preceptor(s) to the SharePoint page to approve SEL hours. The link is: https://kingsedu.sharepoint.com/teams/NUTRSEL . The process for them to approve hours is as follows:

1 st : Click on preceptor view under view records as an SEL preceptor.

2 nd : Click on edit in grid view.

3 rd : Click on the box that says processing and click "time entry approved."

You and your preceptor may not sign off on hours not yet completed. Submitting your timesheet early is an unethical practice and is falsifying of documentation. Documenting SEL hours when you were not “on the clock” (including break time or instances in which you leave your site early) on your timesheet is false documentation. Documenting hours worked when you are not at your SEL site or other approved professional setting on your timesheet is also false documentation. These are some of the examples of a breach of the Academy Code of Ethics and can result in dismissal from the studentship (see Code of Ethics, below).

*If the primary preceptor is unable to verify/sign the Weekly Timesheet on the last day of SEL for the week, the preceptor should verify and sign for the hours for which he or she was in attendance and designate an approved manager/supervisor/or secondary preceptor to verify any remaining hours in his/her absence. The student should inform the MSND Clinical Coordinator and Program Director of this designated secondary professional.

Matriculated graduate students that experience an unexpected disruption to their SEL schedule: Should a student encounter a situation where a preceptor or site is unable to continue to accommodate the student, the student must immediately contact the MSND Clinical Coordinator and Program Director and, if applicable, the Faculty of their current course. The MSND Clinical Coordinator and Program Director and student will discuss and determine the appropriate course of action for the student which could include but is not limited to:

the student and the MSND Clinical Coordinator and Program Director can discuss with available preceptor(s) approval of off-schedule SEL hours to offset a disruption, for instance completing 20 hours in one week or completing hours during the evening or on weekends.
if additional sites and/or off-schedule SEL hours are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site.
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL the Faculty (always an RD/with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies.

Performance Evaluations

The program director, clinical coordinator, preceptor and graduate student first work together to determine what competencies will be met at the Supervised Experiential Learning (RWPE SEL) site. When the student arrives at the SEL site to participate in the hours they will bring the template for the specific site they are at and the preceptor will fill out the competency tracking form, sign and date it, make a copy for the student and lastly, email a copy to the MSND Clinical Coordinator and Program Director. Then the graduate student is responsible for providing that information to the Program Director and Clinical Coordinator, along with a reflection of their experiences, as part of the FG MSND Program’s ePortfolio requirement.

All students will be evaluated on his/her performance at specified times throughout the program to assess readiness for entry-level competency as an RDN.

1.The preceptor and graduate student will meet with the Clinical Coordinator as needed to discuss the student’s performance and progress.

2.The faculty member and graduate student will meet regularly to discuss the student’s performance and progress.

3.At the end of each Supervised Experiential Learning experience in the RWPE, graduate students will complete a self-assessment form, evaluation of preceptor form and site evaluation form. These will be turned into the MSND Clinical Coordinator and Program Director.

4.Written evaluations will be completed by the primary preceptor for each RWPE SEL experience. Once reviewed with the student, evaluations will be kept in accordance with King’s College student file retention policies.

5.The following assessment tools will be used:

Clinical Supervised Experiential Learning Preceptor Evaluation Form
Food and Nutrition Management Supervised Experiential Learning Preceptor Evaluation Form
Community Supervised Experiential Learning Preceptor Evaluation Form

6.The graduate student is required to meet all required competencies to receive a certificate of completion from the FG MSND Program.

Accident, Injury, or Illness

For an injury while at an SEL site, the student should contact the site preceptor immediately and seek appropriate medical treatment while following the policies and procedures of the facility for on-the-job injuries. MSND Clinical Coordinator must be notified as soon as possible.

In the event of injury or illness while at an assigned RWPE SEL site, the student should contact their site preceptor immediately and the MSND Clinical Coordinator as soon as possible. If an illness or injury requires the student to leave or miss hours at a facility , it is the graduate student’s responsibility to contact the site supervisor as soon as possible and arrange a schedule to make up the missed hours.

In accordance with the affiliation agreement or contract with the site or facility, in the event of an emergency, the clinical facility may agree to provide emergency care and treatment as is reasonably available during the hours the student is engaged in the clinical instruction program.

In the case of SEL in the non-clinical environment, the student may be assisted by the preceptor to get emergency care during the hours the student is engaged in the SEL. In case of illness, the student must follow the rules of the facility which will be provided at the start of each SEL experience. It is the responsibility of the graduate student to discuss attendance and sick leave policy with the preceptor at the start of each SEL rotation. Students must work with the preceptor to schedule a time to make-up any hours lost due to illness. The student is liable for all fees and charges incurred.

Transportation and Liability for safety in travel to or from assigned RWPE SEL areas

The location of the facilities will vary, requiring driving or other forms of travel. The travel demands may require each student to have a valid driver’s license and/or a dependable mode of transportation, and valid car insurance if driving. The student is responsible for their own liability and safety during travel to and from assigned supervised practice sites, field trips, meetings, and to and from all sites. This site may be useful in calculating estimated gas costs: https://www.fueleconomy.gov/trip/ .

Severe Weather Policy: Please use your commonsense and judgement about your personal safety. Always communicate with your Preceptor regarding travel issues to/from your RWPE SEL site. Common sense and good judgment should guide students as to whether or not to attempt traveling to their SEL site, or if early departure from their SEL site is required. We anticipate that their Preceptor will respect student judgment in these matters. In such situations, students should make every effort to notify their Preceptor in advance regarding their inability to travel to their SEL site. If advance contact cannot be made, students should speak to their SEL Preceptor about absence(s) upon returning to their site, as they would an employer.

Drug testing and criminal background checks

Graduate Students must comply with all the regulations established by the SEL sites, including drug testing and criminal background checks. It is the responsibility of the student to cover any costs for SEL site requirements. If required, it is the responsibility of the student to take care of all requirements as soon as possible so not to impact their scheduled SEL.

Insurance requirements, including those for professional liability

All students who are participating in RWPE SEL hours are covered by a King’s College Comprehensive General Liability and Professional Liability Policy through a signed Clinical Affiliation Agreement. The description of Comprehensive General Liability and Professional Liability coverage is found in the Affiliation Agreement. Additional professional insurance is available through the Academy of Nutrition and Dietetics .

Compensation Policy

The MSND considers all SEL as those that the graduate student must participate in and complete as part of both ACEND and program competencies. As the program views these experiences as part of the overall learning experience provided by the program in an academic setting, there is no compensation for any SEL services provided by students.

The intent of the SEL hours required for completion of the MSND is to provide relevant learning experiences in the context of the workplace . The student is not to be placed in a situation where he/she is replacing an employee in their absence. Student experiences should not include replacement of an employee as an opportunity to gain responsibility and experience without direct supervision . The preceptor needs to remain available and have oversight and ultimate responsibility for the care or activities delivered by the student.

Outside Employment: While this program is designed to be flexible for and to be completed by working students, graduate students are advised to be aware that continuing full-time employment, in addition to course work and required Supervised Experiential Learning (SEL) hours, can be overwhelming; students are expected to spend approximately 20 hours per week on course work, with a minimum of 10 hours a week in SEL (per facility/site, per preceptor), so exceptional time-management during the program is critical. See Table 2 for examples of how PT vs. FT schedule for SEL would look over the course of the Program.

Working full- time outside the program may result in difficulty completing the requirements of the program in a timely and satisfactory manner. For students needing or choosing to accept employment, they will need to arrange their work, academic, and SEL schedules to avoid potential conflicts. Some SEL opportunities require students to work daytime and/or evening hours, and there may be some weekend work hours required. Job requirements do not constitute an excused absence or serve as an excuse for not completing the work expected to be successful at the graduate level in this FG MSND program.

Dress Code: Graduate Students are expected to dress in a professional manner for all site visits. Students will wear a [program-issued] King’s College name pin in all SEL facilities/sites to identify themselves as a Graduate Nutrition and Dietetics Student.

Attire will vary dependent on the RWPE SEL site assigned, but the student should obtain a copy of the dress policy of the facility prior to the first day of the SEL. The dress code guidelines of that facility must be followed. If a student’s dress or physical appearance is considered inappropriate by the facility or the MSND Clinical Coordinator and Program Director, the student will be asked to correct the issue and will not be permitted into the facility until the issue is resolved. Any SEL hours missed due to the situation will need to be made up.

Hygiene and neatness are important. Hair must be clean and neatly styled.

Jewelry should meet facility policies. Rings are limited to wedding rings/bands with one ring per hand. Watches should be professional in appearance. Policies governing piercings will be at the discretion of the facility.

Regardless of the facility dress policies, shorts, sundresses, jeans, spaghetti straps, flip flops, open toe shoes, sweat or yoga pants, leggings, or wrinkled apparel are not permitted as they are not considered professional attire.

For SEL in food production areas , all regulations from the Health Department must be followed. Closed-toed, non-slip shoes must be worn. Hair shoulder-length or longer must be pulled back in a restraint and hairnets or other hair covering which contains all hair must be worn while in production or service areas. Male students must not have excessive facial hair. If present, facial hair must be neatly trimmed and covered while working in food production or service areas. Fingernails must be short, clean, and gloves should be worn if required by the facility.

If assigned to a fitness center or teaching garden , students are to attire appropriately, yet professional for the setting.

If a lab coat is required by the rotation , a clean and pressed white lab coat should be worn over professional attire. Students are responsible for purchasing and laundering and ironing lab coats.

Sanchit Varma

Writing the personal statement for King's College London: Why you should play to your strengths

King’s College London is a leading institution for higher studies in law, and provides students with an opportunity to broaden their horizons in a vibrant community of intellectuals, students from other jurisdictions, and leading practitioners.

As part of the entry requirements for the LLM program applicants are required to submit a personal statement, English proficiency scores, copies of their academic transcripts, and can optionally submit a CV. This post breaks down how one should go about putting together the personal statement, and includes snippets from CollegeIt’s interaction with Farhan Shafi , an LLM candidate at King’s College London pursuing a specialization in international dispute resolution.

What should you include in the personal statement?

The university website specifies that the personal statement should not exceed 4,000 characters if directly entered into the online application form, or two pages if uploaded as an attachment.

In Farhan’s experience “ universities tend to put a lot of weightage to [the candidate’s] uniqueness and what [applicants] need to focus on is what makes you, ‘you’ .”, and accordingly it’s important to include details in the personal statement that are based on one’s strengths and experiences.

I didn't talk much about academics, I mean, you don't want to shoot yourself in the foot, right?

Following such an approach can also makes it easier gloss over shortcomings in one’s profile – for instance, Farhan did not meet the academic requirements for the LLM program at King’s . While the program required a High 2:1 undergraduate degree with a final mark of at least 65% or above, he only had about 61%.

In playing to his strengths, Farhan mentioned that he "didn't talk much about academics, I mean, you don't want to shoot yourself in the foot, right?", and instead he chose to talk about an access to justice initiative he had started in law school, which was engaged with by over 6 million people in its lifetime. He bolstered his statement by talking about his prior work experience in arbitration, potentially adding a few brownie points to his application, considering Farhan also wished to specialize in the same field.

I focused on my work experience, and an access to justice initiative I had started in law school

Academic achievements and engagement outside of the classroom, such as summer school experience, conferences, internships, and related work experience, can all be incorporated into the personal statement. Discuss prospects for postgraduate research, specific courses, and professors you admire. It's a good idea to avoid employing platitudes and generic phrases, and instead using the personal statement to speak in specifics about topics that you like.

Structuring the personal statement

As a broad approach for the personal statement, Farhan suggests that applicants should highlight their motivation for going for an LLM, what they bring to the table, and what they can do after obtaining an LLM. He followed a structure which focused on his prior work experience, which he then linked with the reasons for which he wanted to obtain an LLM, and demonstrated how the skills which he gathered could help him during the course of the program.

Based on our conversation with Farhan, the personal statement can potentially be structured as follows:

Make a great first impression in the initial part of the personal statement. Start out with a strong introductory paragraph that captures the attention of the reader. Consider mentioning your motivation for pursuing an LLM, and include a few lines about your biggest accomplishments.

Go ahead and tell your story after the strong introductory paragraph: talk about how your interest in law developed over the years, and how that led to an inclination towards any particular area of law. You can build a coherent narrative to demonstrate your interest in a particular specialization and your suitability for the program using past internships and work experience. In doing so, it is important to highlight how these experiences prompted you to apply for an LLM, and how they can help you during the program. A general caveat for the personal statement is that it should not be a bland restatement of your CV – instead, it should be used to bring out how the several line items in your profile shaped your ideas and interest in law, and how it eventually prompted you to apply to KCL.

Once you’ve laid down a strong foundation in the initial part of the personal statement, you can dedicate a paragraph to your most recent work experience. Farhan used this space to talk about his prior experience in arbitration, and how this experience helped him appreciate the intricacies of dispute resolution. You can also use this paragraph to demonstrate how an LLM would contribute to your skills and understanding in your preferred area of specialization.

After you’ve talked about your work experience, put down a few lines to discuss your academic background and achievements, and use these to demonstrate how such background has prepared you to meet the challenging demands of KCL’s LLM program.

Several universities in the UK require LLM candidates to submit a dissertation towards the end of the program. Keeping this requirement in mind, it may be a good idea to dedicate a paragraph to talk about your prior publications – essentially, these will speak to your ability to write a dissertation and effectively fulfil the requirements of the program. You could also consider mentioning a potential dissertation topic – Farhan explains that this provides a fair bit of substance to your motivation behind applying for an LLM, and that you’re always free to change your topic later on in the course.

Finally, you can wrap up the personal statement by writing about what you like about the university and why KCL would be a good fit for you. A simple way to do this would be to highlight specific modules in the program, or faculty members who you like, and how you believe this would contribute to your intellectual growth. You can also consider linking this paragraph to your overall motivation for applying for an LLM.

As a disclaimer, the structure set out above is indicative and Farhan's approach might not work for everyone. At the end of the day, it may be a good idea to let the personal statement be what it is designed to be: personal.

PS Self-Study

Awesome ps resources., awesome resources + course.

Welcome to our collection of Medicine Personal Statement Examples! We’ve searched far and wide to find personal statements from successful applicants all around the UK and asked them to analyse the strengths and weaknesses of their work for your own inspiration. Today’s subject is from Thomas, who studies Medicine at King’s College London.

Thomas applied to study medicine back in 2018 at four amazing UK medical schools, including Bristol and Southampton . He received offers from 3 out of his four choices, of which he chose to study at King’s College London .

Let’s read the personal statement that got him a place at KCL, or skip straight to his feedback to learn what made his personal statement a success!

Please be aware that these examples are meant purely for the sake of inspiration, and should absolutely NOT be used as a model around which to base your own personal statement. UCAS have a rather strict system that detects plagiarism .

King's College London Medicine Personal Statement Example

Whole personal statement.

My ambition to study medicine is driven by the interest in a career combining a deep understanding of the human body and clinical practice whilst having ultimate responsibility for a patient. It was my personal experience of a neurosurgical operation 5 years ago, seeing the determination of the surgeon who facilitated my recovery which inspired me to help people in the same way doctors helped me and to seek work experience to further my understanding of a career in medicine.

Work experience at the John Radcliffe Hospital aided my understanding of what being a doctor entails by shadowing doctors in neurosurgical and ENT departments. I noticed how doctors were under constant pressure to see as many patients as possible in a limited timeframe. The rational thinking behind each decision a doctor made was important when prioritising the sickest patients hence the ability to make quick and accurate decisions under pressure and working in a multidisciplinary team were necessary skills to achieve an optimal outcome for the patient. It was amazing to see how a critically ill child could make a full recovery demonstrating the impact of a doctor’s actions upon someone’s life.

Work experience at a GP surgery showed me the importance of communication skills when consulting patients. This enabled the GP to put the patient at ease by explaining their diagnosis in simple terms so they can understand their condition. This led me to read “Do No Harm,” by British neurosurgeon Henry Marsh. He gave an emotional account of how not everyone can be helped or, after help has been given, the desired outcome wasn’t reached. This accentuated the need for doctors to be resilient and compassionate to patients and their relatives. Studying both biology and chemistry helped me to write an extended essay on how efficient cannabidiol (CBD) is at preventing epileptic seizures. This is highly topical with the UK in the process of legalising CBD to treat those with refractory epilepsy. Reading research papers has introduced me to academic medicine and the role of a doctor as both a clinician and researcher. Studying ethics in A Level RS taught me how to use a moral framework when making decisions which can be transferred to medicine when applying GMC guidelines to clinical scenarios to achieve an optimal outcome for a patient.

Attending a MENCAP Summer Camp and volunteering weekly at a care home provided valuable insights into a different side of the healthcare spectrum away from a hospital setting. Both involved working with vulnerable people which I found incredibly rewarding. MENCAP showed me the importance of empathy in handling difficult situations and the value of teamwork in overcoming problems. Volunteering at the care home taught me that ensuring the dignity of vulnerable people and respecting their capacity to make decisions were critical in allowing residents to live fulfilled lives.

Participating in the Duke of Edinburgh scheme gave me experience of working in and leading teams and adapting to new situations. I’m passionate about athletics and football, having represented my school in both sports helping me to become a more driven individual. Being a prefect and houseroom assistant has furthered my sense of responsibility enabling me to develop my organisational and communication skills through interacting with a diverse range of people. Playing both guitar and piano led me to electronic music production with my songs being played globally. This has enhanced my ability to work under pressure and my lateral thinking when solving problems. I’m committed to studying medicine so I have taken a year out to further develop skills relevant to medicine by working as a HCA. Working with doctors will allow me to appreciate their role in the wider healthcare team and will maximise my exposure to clinical environments. Whilst medicine is a challenging degree I’m confident that I have the academic ability and skills required to be successful at medical school.

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King's College London Medicine Personal Statement Example Analysis

Now, let’s go section by section and see what Thomas has to say about what he wrote:

INTRODUCTION

Introduction

My introduction is direct and states clearly the main reasons why I want to study medicine by linking more generic points (academic / communication / logical analysis) with a personal experience. I am able to very quickly justify why I am applying for this course, which allows me to save words later on that would have been spent trying to explain my interest in joining medicine as a career.

Structurally speaking, I could have broken down the sentences as they are quite hard to read due to their length. However, the main issue here is that this is too large and expansive for a personal statement introduction. The introduction should be fairly general (but personal too) rather than exploring areas such as work experiences . In some cases, a work placement may also be the true beginning of your medical journey but typically, you should use the introduction as a way to begin your story. While I frame my experience watching surgery as the start of my journey, this really wasn’t the case as I had an interest in medicine long before I entered that theatre. This unfortunately just feels out of place.

Paragraph 1

The first paragraph of my personal statement immediately focuses on my own personal experience during my shadowing placement instead of mentioning more general broad points (which have already been addressed in the intro paragraph). I have demonstrated that I not only managed to arrange some experience myself but also what I took away from it in terms of the skills required to be a good doctor . The key strength of this paragraph is my reflection on the experience and the things I had seen. The way that I describe my time there and what I learned shows that I really paid attention to what was happening around me and that I was able to come to a sensible conclusion about what is required to be in this industry. Reflection is key to a good personal statement, so always go beyond the surface level when discussing your experiences.

To improve this paragraph, I could have used examples to demonstrate how, in my own life, I have developed and used the skills which I saw in my placement (such as working under pressure and teamwork). This would show the admissions team that I have not only understood what skills are required to be a competent clinician but also that I am capable of utilising these skills myself in a practical and relevant manner.

Paragraph 2

This paragraph links a few different things together, including another shadowing experience, a book I have read related to medicine, my EPQ and ethical principles I have learnt through studying RS. This paragraph showed the admissions team that I understood medicine isn’t just about the academic theory but also about how you communicate and also how you make decisions using an ethical framework . One especially positive aspect of this is my ability to link all of these different topics in a way that feels connected and relevant. Finding the connections between these different experiences and then explaining them shows a great deal of awareness that some applicants will lack. On top of this, many of the positives from the last paragraph continue here.

When reading the paragraph, it can feel overwhelming as it links quite a few things together and is generally just a very large block of text. I could have split the paragraph up in half and could have tried to link the different aspects in the paragraph better to help with the flow. It would have still had the same effect while also being much easier to read.

Paragraph 3

This paragraph focuses on another staple of good medicine personal statements; my volunteering . It shows the admissions team that I am a well-rounded individual who has experience in care outside of the immediate medical field, while also demonstrating the skills that would very easily carry over to my studies and career. I demonstrate the different skills I have developed which are important in being a good doctor. One area that is especially important for me personally is the closing sentences where I discuss the human side of care and the empathy required to do well in the field. This is an incredibly important, and sometimes overlooked, side of medicine that any good medical professional needs to be skilled in. Medicine is as much a human topic as it is scientific, so demonstrating this early on proves that you have the right attitude to be in the medical field.

When listing the different skills I have developed I could actually give an example for each to show the admissions team that I can actually back up what I say. Listing things will only get you so far without the proper evidence and personal reflection to prove you fully understand what you’re writing. I also could have developed the second part of the paragraph (about the care home) further. There was much more to this experience than what I had discussed, but with a limited word count, I felt there would be less value in expanding this section compared to the earlier paragraphs.

Paragraph 4

Here, I discuss my extra-curricular activities , another valuable area to explore as a way of showing off my skills which as less conventional in terms of medicine. The first benefit of this discussion is that it shows the admissions team that I am a well-rounded person who can cope with whatever medical school throws at me. Having additional hobbies and activities is not only a good way of showing you can cope with stress but they also show what you can bring to the university in a more general sense. It’s not only about your skills in medicine but your overall life skills. To add additional value to this discussion, I link these activities back to a skill which I have learned and developed through each. This links everything back to the application, showing why everything I have mentioned will make me a great student at their university.

The paragraph feels a bit to much like a list without elaborating too much on any one topic. I could have mentioned fewer activities and tried to expand on them slightly as otherwise, it does come across as though I am just trying to list a lot of different things at the end. I could have also been a bit more explicit in how these skills link back to medicine and the qualities of a good doctor specifically.

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I’m committed to studying medicine so I have taken a year out to further develop skills relevant to medicine by working as a HCA. Working with doctors will allow me to appreciate their role in the wider healthcare team and will maximise my exposure to clinical environments. Whilst medicine is a challenging degree I’m confident that I have the academic ability and skills required to be successful at medical school.

My conclusion is short and gets to the point quickly. I addressed the fact I am taking a year out and mentioned what I am planning to spend my time doing. It’s important to be upfront with the universities you’re applying to in regards to anything that may affect your studies. As long as you can justify these issues and potentially provide a solution or consolation, these won’t be deal breakers. My last sentence simply summarises what I have said in the rest of my PS by saying that whilst medicine is challenging I believe I have the skillset required to get through medical school. This is exactly what a final sentence should aim to do, so I believe mine is very successful and closes the personal statement off well.

This conclusion is actually a part of the same paragraph as the last one, which in my opinion is a fairly big mistake. In hindsight, this should have been split in two which would have been a very easy issue to spot. Always be sure to review your work thoroughly as it’s very easy for a simple spelling mistake or structural issue to slip through the cracks.

The conclusion does not link back to every part of the personal statement as well as it could have. Specifically, I could have tried to link back to the beginning and the middle parts of the statement a bit more to provide a synopsis of what I have already mentioned as otherwise, it can feel slightly detached. Although it’s important to consider that the conclusion shouldn’t take up too much of the word count, so simplifying things may be a better option.

Final Thoughts

I believe I pack a lot into this personal statement without rushing or underselling any particular areas. I feel I spend the right amount of time on each section and provide a good amount of analysis and introspection in the parts that are most important. All of this analysis serves to demonstrate the knowledge and abilities that would make me an ideal candidate for their university, which is the whole point of the personal statement! Nearly everything I mention in my is personal – from my operation to my work experience which shows I have reflected upon these experiences.

There are areas in my personal statement where I could have expanded a bit more on my experiences as otherwise, it can come across as though I am trying to force random things into it. I noticed that sometimes I didn’t give examples of how I have demonstrated the skills I have seen by shadowing doctors on work experience. Providing examples is a way to justify mentioning these things, as they could otherwise be seen as meaningless additions used to pad out the word count or inflate your skillset in an impractical way. As well as this, a proper explanation can show that you understand exactly what is expected of a medical professional. Being aware of these requirements is incredibly important for being competitive as it’s easy to just assume that a lot of experience will make you a strong candidate. All of this would have reinforced why I am suitable for the course.

So there you have it! This personal statement helped Thomas get 3/4 offers in his application, which is almost perfect and gives you a great selection of options to pick from.

Everyone has different experiences and abilities, so you may not be able to relate to everything that was said in this personal statement. However, the information and advice provided by Thomas is universal and will help any applicant write a better personal statement!

Be sure to check out more Medicine Personal Statement Analyses to see advice from all different kinds of applicants, including Ali Abdaal himself! Or if you want to get started on your own statement, check out 6med’s Personal Statement Bundle for all the support and resources you’ll ever need! If you want full support on every part of your application and a guaranteed place at med school, the Complete Bundle will be perfect for you.

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king's college personal statement masters

Published at 12 Apr 2021

How to rock your king's college application (postgraduate), choose your course.

King's College London is one of the most prestigious universities in the world, ranked within the first 20 by QS World University Rankings in 2014. It is clear then why you chose to study at this institution. The first and most important (although often underestimated!) step of your application is choosing the right course. Start from the King's website, where you can browse courses by keywords. You can also download an overview of all postgraduate offers in the online prospectus. There are tons of options! If you're not quite sure whether you want to become a specialist in polar bears' reproduction yet, there are ways for you to find out what your dream course is. Check for postgraduate open evenings and campus tours on the website. Visits represent a great chance for you to clear your doubts, or even just “feel the vibe”. Keep in mind that this is where you'll spend some of the most exciting times of your life! Don't be afraid to ask: you can contact the programmes' directors, academics and current students. For this purpose, there is a Virtual Fair with videos, download materials, and even live chat opportunities. A few sample questions: what is the research in my field focusing on at the moment? Can I take optional modules from other Departments? What about foreign languages and joint Degrees? What conferences does the Faculty host? Biancamaria Fiore - KCL Student

Check the entry requirements

So you've found your perfect postgraduate programme at King's College . It's time to find out if you've got all it takes! Remember that entry requirements vary for each course and you can read them on the programme's webpage or on the online prospectus. For the majority of postgraduate taught courses, a 2:1 honours degree is required. Many postgraduate research degrees will also require a master's degree. King's is an international university, very aware of the different academic paths around the world. If you undertook your undergraduate studies overseas, they will recognise the equivalence. If you are an international student, make sure to meet the English language requirements too. These vary depending on your Faculty of choice but simply mean that if your mother tongue is not English, you have to prove your English language skills with an English Proficiency Test. Typically, students take the IELTS or TOEFL test. Biancamaria Fiore - KCL Student

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Personal statement

If you're applying for a Master or PhD, in order to be offered a place at King's College there's some writing for you to be done. A personal statement is basically a letter to the admissions panel, where you outline why you would make a great asset for their programme. This is not simply an extended version of your CV! It's usually good to start with a very personal paragraph (an anecdote, maybe) which tells the story of how you fell in love with the subject. Then you should move on proving this passion: your previous studies and extra-curricular activities related to the field, your publications and awards... It's not a bad idea to tell something extra about yourself: you speak other languages and love travelling, or maybe you care for animals and have volunteered in your local dogs' shelter. You definitely need to talk about King's too: why did you choose to study there? What do you expect from this programme? What are your academic and career goals? Some Master's programmes also ask you to write a short paragraph to outline the optional modules you'd like to take, and the topic you intend to write your final thesis on. PhDs applicants usually won't need to write a personal statement but are always required to submit a detailed research proposal. You will find guidance about how to write a research proposal on the department's website. Pretty much all PhD programmes (and some Master's too) will ask you to submit a written sample. This will typically be your Master's thesis or one other academic essay. Just a tip: check, double-check and ask someone else to check. Spelling and grammar mistakes could seriously compromise your application. Biancamaria Fiore - KCL Student

Reference letters

Reference letters are essential to both Master and PhD applications, at King's College and elsewhere. These are letters written by a person from your past in the position to describe your suitability for your intended studies: typically, previous professors or employers. King's College usually asks you to submit two reference letters. If you are applying for a Master, it's best to ask your undergraduate professors, while previous employers and supervisors are good options for PhD applicants. Your referees need to know you well and truly be excited about your future: “plane” reference letters are simply bad reference letters. They will need to describe in details your personality, writing and research skills and the projects you took part in, together with your attitude towards your peers and supervisors. In short, a good referee will describe you as special! Biancamaria Fiore - KCL Student

Time to apply!

The new year has started, you have decided what to study next at King's College and made sure you have all it takes: it's time for you to submit your application! First of all, find out when the deadline is but don't worry, we can already tell you there is still plenty of time. For September 2016 entries, Masters' applications at King's usually close in early April (with some earlier exceptions!), while for PhDs we are talking about the 2nd of September. Keep in mind that usually, funding deadlines are earlier! International students are often required to apply earlier too. Sometimes, late applications may be considered subject to the availability of places. If you are a PhD applicant, remember that you are strongly advised to contact potential supervisors before you submit your application. Some Departments actually ask you not to apply if you can't find a supervisor. Applications are made through UCAS or the “King's Apply” website. Here, you will have to register, give your personal information and upload relevant documents. Check for the application fee. Not all programmes require the application fee but if that's the case, you won't be able to submit your application until you will have paid £30. At King's College, it is possible to apply for several programmes, but you will have to pay a separate fee for each application. Biancamaria Fiore - KCL Student

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During my BSc course, emphasis was placed on observing user behaviour to find key insights. The empathy this human centred method gave me ultimately led to better designed products and services. I applied this to my role at Studio Make Believe as I analysed brand identities and the way they were perceived, to design products that effectively communicated their stories.

I also developed a research document expressing key insights for potential growth areas that the brand implemented. I saw the importance of marketing to develop creative strategies for more effective brand experiences.

Presenting products to clients and negotiating prices with suppliers gave me a practical outlook on the entire product lifecycle as well as the challenges of communicating across cultures. Due to these interactions, I am eager to learn strategic methods of branding and business management on an international platform.

I have been influenced by talks on the theory of affordances and explored the practical applications of behavioural economics in the International Design Camp. I collaborated with students from various disciplines to design services that would improve dental health in young children.

The experience made me considerate of many possible applications to marketing practices. I am eager to apply this design thinking and develop analytical skills in the Consumer Behaviour module. In the near future, I aim to pursue a career orienting brands and market research.

A personal endeavour to start my own business began as I travelled parts of India to better understand a culture I am a part of but have not really known. I noticed brands that we are familiar with at home were portrayed slightly differently to suit lifestyles of eastern consumers, whilst retaining their core image.

This drew me to connect with local manufacturers to design modern homewares, uniting traditional materials with a strong sense of functionality, that could be well received in western lifestyles. I saw the narrative of the collaborative process as a strong selling point.

Working with small communities to evolve dying crafts was a rewarding experience despite challenges of language barriers and differences in work ethic. I plan to turn this passion into a business. Taking this course would equip me with the practical and theoretical knowledge of all aspects of international marketing to achieve my long-term goal of making it a success.

Working as a manager and tutor for a local business has fed my appetite for analytical thinking. The learning environment has been advantageous to my creative career as it demands a flexible mind. I have seen the business grow from its humble beginnings, allowing me to see the value of marketing in the many roles I took, from designing the logo to managing other people.

I have seen the importance of the relationship between people and business on small and large scales. I believe this is more vital now to due globalisation and ever-growing digital economy. Businesses must now work harder to understand global cultures and values whilst upholding their own identity. Therefore International Marketing is crucial in grasping this area.

The research environment at King’s would allow me to build on insights which are critical to uncovering practical solutions to close this gap. I hope to contribute to discussions and develop knowledge for my personal development. I strive to better myself and would be honoured to resume my studies at King’s. The international reputation and global environment would stimulate and support my development.

Profile info

There is no profile associated with this personal statement, as the writer has requested to remain anonymous.

Author's Comments

I applied to King's college London for the International Marketing MSc. My BSc was in product design and I graduated with a 1st class degree. I didn't have much experience in marketing when I applied but I recieved an unconditional offer.

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Personal Statement for King’s College London

Being one of the top colleges in the UK, King’s College London is preferred by students around the world for a bevy of courses. However, writing a personal statement for King’s College London seems like a big challenge. During our experience in the field, we had many students come to us for a personal statement for King’s College London.

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Chiefs' Harrison Butker blasted for commencement speech encouraging women to be homemakers

Kansas City Chiefs kicker Harrison Butker has aggravated one of the internet's biggest culture wars by telling a class of college graduates that one of the “most important” titles a woman can hold is homemaker.

During a commencement speech last weekend at Benedictine College, a Catholic liberal arts school in Atchison, Kansas, the NFL player railed against abortion, Pride month and Covid-19 lockdown measures.

Drawing the most viral backlash this week, however, was a section of his speech in which he addressed the female graduates specifically — telling them that it’s women who have had “the most diabolical lies” told to them.

“How many of you are sitting here now, about to cross this stage, and are thinking about all the promotions and titles you are going to get in your career? Some of you may go on to lead successful careers in the world,” Butker said. “But I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world.”

The criticisms that followed took aim at Butker as well as the NFL.

"Hey @NFL — If you want to continue to grow your female fan base and any other marginalized group (straight white men are already watching your product), come get your boy," wrote Lisa Guerrero, a former NFL sideline reporter and now an investigative journalist for "Inside Edition."

He went on to tell the graduates that his wife would agree that her life “truly started when she began living her vocation as a wife and as a mother.” It is her embrace of this role, he said, that made his own professional success possible.

Butker’s comments share similarities with some of the more extreme ideas around gender roles that have gained traction in communities that promote “ tradwife ” lifestyles or other relationship dynamics that center on traditional gender roles .

“Listen, there’s nothing wrong with his wife being a homemaker. Homemakers are wonderful, that’s not the point,” filmmaker Michael McWhorter, known by his more than 6 million TikTok followers as TizzyEnt, said in a video response. “The point is he seemed to be acting as if you should be ashamed if you don’t want to be a homemaker, or, ‘I know what you really want to do is just stay home and have babies.’"

The speech was the latest incident to add fuel to the flames of this increasingly vocal cultural battle, much of which is playing out online. While many prominent right-wing men have voiced such beliefs before, they’re usually confined to internet forums, podcasts and other online communities where these ideologies thrive.

A spokesperson for Butker did not immediately respond to a request for comment.

Benedictine College and the Kansas City Chiefs did not immediately respond to a request for comment.

A spokesperson for the NFL told People Magazine that Butker "gave a speech in his personal capacity" and his "views are not those of the NFL as an organization."

"The NFL is steadfast in our commitment to inclusion, which only makes our league stronger," a spokesperson told the publication.

Butker, who is teammates with Chiefs tight end Travis Kelce, further drew surprise and criticism when he quoted Kelce’s girlfriend, Taylor Swift, whose monumental career success as a global pop star has inspired college courses .

“As my teammate’s girlfriend says, ‘familiarity breeds contempt,’” he said, drawing murmurs from the crowd as he used the “Bejeweled” lyric as an analogy for why Catholic priests should not become “overly familiar” with their parishioners.

In the days since his speech, a Change.org petition for the Chiefs to dismiss Butker for “discriminatory remarks” has garnered nearly 19,000 signatures.

“These comments reinforce harmful stereotypes that threaten social progress,” the petition stated. “They create a toxic environment that hinders our collective efforts towards equality, diversity and inclusion in society. It is unacceptable for such a public figure to use their platform to foster harm rather than unity.”

Those who criticized Butker’s speech online include actor Bradley Whitford as well as DJ and rapper (and self-proclaimed Swiftie ) Flavor Flav .

But his speech was also lauded by some on the religious right, including conservative sports media personalities such as Clay Travis and Jason Whitlock , who defended Butker’s statements toward women.

“Not a word Harrison Butker says here should be remotely controversial. He’s 100% correct,” former NFL wide receiver T.J. Moe posted on X . “Those trying to convince women that being assistant VP of lending & intentionally childless at age 40 is more fulfilling than making a family and home are evil.”

Sports and culture commentator Jon Root also posted that Butker “exposed the lies that the world has been telling women.” Women, he wrote, are wrongly encouraged to climb the corporate ladder, view children as a “burden” and see marriage as “not worth pursuing.”

Still, a deluge of viewers online took issue with his attitude toward women and the LGBTQ community. Many women also rejected the premise that they would be happier staying at home in lieu of paid work, even if they do have a husband and children.

“I am moved. I actually had no idea that my life began when I met my husband,” neurosurgeon Betsy Grunch, known as Ladyspinedoc on TikTok, said sarcastically in a TikTok video . “It did not begin when I graduated magna cum laude from the University of Georgia with honors. It certainly did not begin when I graduated with a 4.0 GPA, Alpha Omega Alpha, from medical school. And I had no idea that it did not begin when I completed my residency in neurosurgery.”

Angela Yang is a culture and trends reporter for NBC News.

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The NFL responds after a player urges female college graduates to become homemakers

Rachel Treisman

Kansas City Chiefs player Harrison Butker, pictured at a press conference in February, is in hot water for his recent commencement speech at Benedictine College in Kansas. Chris Unger/Getty Images hide caption

Kansas City Chiefs player Harrison Butker, pictured at a press conference in February, is in hot water for his recent commencement speech at Benedictine College in Kansas.

Kansas City Chiefs kicker Harrison Butker stirred controversy off the field this weekend when he told a college graduating class that one of the "most important titles" a woman can hold is "homemaker."

Butker denounced abortion rights, Pride Month, COVID-19 lockdowns and "the tyranny of diversity, equity and inclusion" in his commencement address at Benedictine College, a Catholic liberal arts school in Atchison, Kan.

The 28-year-old, a devout Catholic and father of two, also railed against "dangerous gender ideologies" and urged men to "fight against the cultural emasculation of men." At one point, he addressed women specifically.

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"I want to speak directly to you briefly because I think it is you, the women, who have had the most diabolical lies told to you, how many of you are sitting here now about to cross the stage, and are thinking about all the promotions and titles you're going to get in your career," he said. "Some of you may go on to lead successful careers in the world. But I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world."

Harrison Butker chokes up while discussing his wife, encouraging Benedictine College female grads to embrace motherhood. pic.twitter.com/qm73MBl0Hl — The College Fix (@CollegeFix) May 13, 2024

"I can tell you that my beautiful wife Isabelle would be the first to say that her life truly started when she began living her vocation as a wife and as a mother," Butker said.

The 20-minute speech has been viewed more than 455,000 times on YouTube since Saturday and generated considerable backlash — and memes — on social media, especially from people critical of his views on women. Many pointed out that Butker's own mom is a clinical medical physicist.

Butker also drew ire from fans of Taylor Swift, who is dating fellow Chiefs player Travis Kelce, a relationship that has famously helped bring many new female fans to the NFL. Later in the speech, he quoted Swift — though not by name — while talking about what he sees as the problem of priests becoming "overly familiar" with their parishioners.

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"This undue familiarity will prove to be problematic every time, because as my teammate's girlfriend says, 'Familiarity breeds contempt,' " he said, quoting a lyric from her song Bejeweled.

One Swift fan account joked about petitioning for the pop star to replace Butker as the Chiefs' kicker. A real online petition , calling for the Chiefs to dismiss Butker for his "sexist, homophobic, anti-trans, anti-abortion and racist remarks," has gained 95,000 signatures and counting since Monday.

Butker and the team have not commented publicly on his speech and the backlash to it, though late Wednesday the NFL issued a statement distancing itself from it.

"Harrison Butker gave a speech in his personal capacity," Jonathan Beane, the NFL's senior VP and chief diversity and inclusion officer told NPR on Thursday. "His views are not those of the NFL as an organization."

What else did Butker say?

Butker has been vocal about his faith, telling the Eternal Word Television Network in 2019 that he grew up Catholic but practiced less in high school and college before rediscovering his belief later in life.

Last year, Butker appeared in an ad for the nonprofit Catholic Vote urging Kansans to support a referendum that would limit abortion rights in the state (it was ultimately unsuccessful ). He's also one of several athletes who has partnered with a Catholic prayer app . And days after the Chiefs won this year's Super Bowl, Butker spent a week "in reflection" at a monastery in California.

He also gave the commencement address at his alma mater Georgia Tech last year, in which he urged students to "get married and start a family."

Women are earning more money. But they're still picking up a heavier load at home

This time around, Butker started his speech by suggesting he had been reluctant to give it: He said he originally turned down the president's invitation because he felt that one commencement speech was enough, "especially for someone who isn't a professional speaker."

He was persuaded, he said, in part by leadership's argument about how many milestones graduating seniors had missed because of the COVID-19 pandemic.

"As a group, you witnessed firsthand how bad leaders who don't stay in their lane can have a negative impact on society," he said in his opening remarks. "It is through this lens that I want to take stock of how we got to where we are and where we want to go as citizens, and yes, as Catholics."

He criticized President Biden for his handling of the pandemic and his stance on abortion, which he said falsely suggests people can simultaneously be "both Catholic and pro-choice."

Butker blamed "the pervasiveness of disorder" for the availability of procedures like abortion, IVF, surrogacy and euthanasia, as well as "a growing support for degenerate cultural values and media."

6 in 10 U.S. Catholics are in favor of abortion rights, Pew Research report finds

At one point, he referenced an Associated Press article from earlier this month about the revival of conservative Catholicism that prominently featured Benedictine College as an example.

The school of roughly 2,000 gets top ratings from the Cardinal Newman Society , a nonprofit that promotes Catholic education in the U.S., for policies including offering daily mass and prohibiting campus speakers who "publicly oppose Catholic moral teaching."

"I am certain the reporters at the AP could not have imagined that their attempt to rebuke and embarrass places and people like those here at Benedictine wouldn't be met with anger, but instead with excitement and pride," Butker said, before making an apparent reference to LGBTQ Pride Month in June.

"Not the deadly sin sort of pride that has an entire month dedicated to it," he said, as laughter could be heard from the crowd.

How are people responding?

The official YouTube video of Butker's speech shows the crowd standing and applauding at the end, though the AP reports that reactions among graduates were mixed. Several told the outlet they were surprised by his comments about women, priests and LGTBQ people.

Kassidy Neuner told the AP that the speech felt "degrading," suggesting that only women can be homemakers.

"To point this out specifically that that's what we're looking forward to in life seems like our four years of hard work wasn't really important," said Neuner, who is planning on attending law school.

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Butker's comments have gotten some support, including on social media from football fan accounts and Christian and conservative media personalities .

"Christian men should be preaching this regularly," tweeted former NFL player T.J. Moe. "Instead, it's so taboo that when someone tells the obvious truth that anyone who holds a biblical worldview believes, it's national news."

Still, other public figures — including musicians Maren Morris and Flava Flav — were quick to disagree.

Even the official Kansas City account weighed in, tweeting on Wednesday that Butker resides not there but in a neighboring suburb, Lee's Summit. The tweet has since been deleted and the account apologized for the tweet .

Kansas City Mayor Quinton Lucas tweeted that he believed Butker holds a "minority viewpoint" in the state but defended his right to express it.

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"Grown folks have opinions, even if they play sports," he wrote . "I disagree with many, but I recognize our right to different views."

Justice Horn, the former chair of Kansas City's LGBTQ Commission, was more critical, writing on X (formerly Twitter) that "Harrison Butker doesn't represent Kansas City nor has he ever." He called the city one that "welcomes, affirms and embraces our LGBTQ+ community members."

The Los Angeles Chargers also trolled Butker in its Sims-style schedule release video on Wednesday, which ends with a shot of his animated, number 7 jersey-wearing character cooking and arranging flowers in a kitchen.

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NFL distances itself from Chiefs’ Harrison Butker’s Benedictine College speech

INGLEWOOD, CALIFORNIA - JANUARY 7: Harrison Butker #7 of the Kansas City Chiefs on the sideline during a game against the Los Angeles Chargers at SoFi Stadium on January 7, 2024 in Inglewood, California. (Photo by Ric Tapia/Getty Images)

In response to the controversy surrounding Harrison Butker’s commencement speech at Benedictine College, the NFL distanced itself from the ideas expressed in the speech, saying the league doesn’t share the beliefs the Kansas City Chiefs kicker voiced while addressing the graduating students.

During the commencement speech, Butker referred to Pride Month as an example of the “deadly sins.” He also addressed gender ideologies and said a woman’s most important title is “homemaker.”

“Not the deadly sins sort of Pride that has an entire month dedicated to it,” Butker said, “but the true God-centered pride that is cooperating with the holy ghost to glorify him.”

Butker spoke for more than 20 minutes to students at the Catholic school in Atchison, Kan., saying he wanted the graduating class to prevent political leaders from interfering with social issues that impact their relationship with the church.

In response, NFL senior vice president and chief diversity and inclusion officer Jonathan Beane said in a statement to The Athletic that Butker gave the speech “in his personal capacity.”

“His views are not those of the NFL as an organization. The NFL is steadfast in our commitment to inclusion, which only makes our league stronger,” Beane said. His statement was first reported by People.

The Chiefs declined to comment when reached Thursday by The Athletic .

While Pride Month, which is in June, falls outside the NFL’s season, the league participates in LGBTQ+ initiatives. On the Wednesday before Super Bowl LVIII, the NFL hosted a “Night of Pride” event in partnership with GLAAD, the LGBTQ+ advocacy organization.

The Chiefs are among the NFL teams that have a Pride selection of apparel with rainbow colors. Kansas City is also among the many North American cities that host Pride events during June, led by the KC Pride Community Alliance.

Later Thursday, legendary college football coach and TV analyst Lou Holtz took to X to thank Butker “for standing strong in your faith values.”

“Your commencement speech at Benedictine College showed courage and conviction and I admire that,” Holtz wrote, later linking to a form from America First Works for people to sign and offer their thanks to Butker for his comments.

Required reading

Chiefs kicker Harrison Butker says Pride Month is example of ‘deadly sin’ during commencement speech

(Photo: Ric Tapia / Getty Images)

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Tess DeMeyer is a Staff Editor for The Athletic working on the live/breaking news team. Prior to joining The Athletic, she worked as an associate digital producer at Sports Illustrated. Tess attended Brown University and originates from a small town outside of Savannah, GA. Follow Tess on Twitter @ tess_demeyer

Nutrition and Dietetics

Program Overview

Admission Events

Who Can Apply?

Built for Flexibility

Outcomes for RDNs

Accreditation Status

Contact Dr. Diane M. DellaValle, [email protected] or 570-208-5900, ext. 5444 for more information.

This is an online program. There is no in-residence or on-campus requirement. *Outcome data for our FG Program will be available upon request.

Additional Info

Application and technical requirements, prerequisites.

To be eligible for our Future Graduate Program, applicants must have earned at least a Bachelor's degree from a US regionally-accredited college or university.

Application Requirements

A current resume or curriculum vitae (CV)
(3) References with contact information.
Why the applicant is applying to this particular FG MSND program at King’s College
Why the applicant wants to enter the dietetics profession
Experiences that have helped to prepare the Applicant for a career in nutrition/dietetics
The applicant’s short- and long-term goals
The applicant’s strengths and challenges needing improvement

Applicant Selection Process

Application Deadlines

The application cycle for the Fall 2024 semester will open up on October 1, 2023 and close on February 15, 2024.

Completed Application Deadline - February 15, 2024
Admission Decision Notification - March 15, 2024
Last Day to Reserve Your Spot - April 1, 2024
First Day of Class - TBD

If you have any questions, please contact Bonnie Lanzendorfer, Graduate Admission Counselor at [email protected] or by phone at 570-208-8403.

Schedule a virtual meeting with Dr. Diane DellaValle, Nutrition Program Director to learn more about the program!

Technical Requirements

A list of technical requirements for online programs at King's is available here.

Becoming a RDN

Program Costs and Financial Aid

Estimated costs are approximate and may vary year to year.

Tuition: $799 per graduate credit

Graduate Year 1 Tuition: 21.0 credits max* (includes thesis) = $16,779
Graduate Year 2 Tuition: 21.0 credits max* (includes thesis) = $16,779

Total Graduate Tuition: $33,558 max*

*The cost of two years of tuition without completing the optional research thesis and traditional real work professional environment (RWPE) schedule (39 total credits) = $31,161.

Program and other fees and expenses not included with tuition:

Laptop computer: $1,500
Virtual food labs: $250
Clothing required for supervised experiential learning: $220
Drug test: $100
Medical exam: $200
Professional liability insurance: $30/year ( obtain online )
Academy of Nutrition and Dietetics student membership: $58 per year
Background check fees: $50
Textbooks: $1,500
Total program and other fees: $4,000

TOTAL ESTIMATED COST for two years, including tuition and fees: $37,558

Curriculum and Program Options

The optional thesis schedule is shown below. Students should begin their thesis by the Summer of their first year to complete their research on time.

COURSE REQUIREMENTS

12 courses – 36 credits

Grand total graduate credits earned with optional thesis and with traditional RWPE schedule = 42.0

Grand total graduate credits earned without optional thesis with traditional RWPE schedule = 39.0

ND 601 Physiological Basis of Nutrition I - 3 credits
ND 602 - Physiological Basis of Nutrition II - 3 credits
ND 603 – Advanced Nutritional Biochemistry, Macronutrients & Alcohol - 3 credits
ND 604– Advanced Nutritional Biochemistry, Micronutrients (Vitamins and Minerals) - 3 credits
ND 605 – Nutrition through the Lifecycle - 3 credits
ND 606 – Advanced Sports Nutrition and Energy Metabolism, w/lab - 3 credits
ND 607 – Adv Leadership/Management for Allied Health Careers - 3 credits
ND 608 – Principles of Foods and Management, w/lab - 3 credits
ND 609 – Medical Nutrition Therapy - 3 credits
ND 610 – Nutrition Counseling - 3 credits
ND 611 – Food Systems and Health, w/lab - 3 credits
ND 612 – Nutrition Research Methods – 3 credits

Nutrition Philosophies

This also means that all foods can fit in a balanced dietary pattern. There are no good foods or bad foods: just foods. Foods have no moral value.

Future Graduate Model Program Accreditation

*The Accreditation Council for Education in Nutrition and Dietetics (ACEND) released the Future Education Model Accreditation Standards for programs in nutrition and dietetics . These accreditation standards integrate didactic coursework with supervised experiential learning in a competency-based curriculum designed to prepare nutrition and dietetics practitioners for future practice.

Graduation and Program Completion Requirements

Successful completion of our MSND requires:

Obtaining all undergraduate transcripts demonstrating attainment of undergraduate degree.
Documentation of successful completion of required prerequisites.
Completion of at least 1100 SEL hours.
Completion of all King’s College MSND program degree requirements, including satisfactory demonstration of required competencies. Students will be required to redo any work that does not satisfactorily meet the required competencies.
Meeting all of the objectives for required coursework including satisfactory completion of all RWPE rotations, course assignments, and following all policies and procedures of the King’s College FG Program.
Satisfactory evaluations by preceptors and faculty, completed and shared with students upon completion of each required SEL experience, which confirm attainment of all competencies outlined for the FG Program. Students will be required to redo any work that does not satisfactorily meet the required competencies.

The Program meets the educational requirements for professional licensure and/or certification as an entry-level registered dietitian in the following states: Alabama, Alaska, Arkansas, Connecticut, Delaware, Washington DC, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Washington, West Virginia, Wisconsin, and Wyoming.
Since no licensure or certification exists in some states, a determination has not been made as to whether or not the program meets the educational requirements for professional licensure and/or certification as an entry-level registered dietitian in: Arizona, California, Colorado, Michigan, and Virginia.

Student-identified Supervised Experiential Learning (SEL) Guide

The site/preceptor must meet the following criteria:

A desire to be a preceptor to a student and be committed to overseeing the required Supervised Experiential Learning (SEL).
Maintenance of current credentials for the profession (i.e., RDN, MD, PharmD, DO, LCSW, etc)
Provision of experiences that meet the required competencies.
Adequate staffing to provide a positive learning experience for the student, including proper supervision and instruction by the preceptor(s).
Adequate time, supervision and instruction for projects to be completed.
Completion of a fully-executed affiliation agreement with the facility.

In our King's College FG MSND Program Handbook and in any Affiliation Agreement (e.g. for a Supervised experiential Learning Facility), we state the following:

Graduates students must be in compliance with the following in order to satisfy Affiliation Agreements between King’s College and their SEL Facility:

Section 1: Procedure for Supervised Experiential Learning (SEL) Sites

Finding SEL sites, prospective and matriculated students:

If a student has challenges as addressed above, possible alternatives to support the student in completing the required SEL include:

approval of alternate learning experiences that allow for assessment of attainment of the specified competencies (this option would adhere to current ACEND guidance regarding alternate SEL experiences, and would not exceed the amount allowed by ACEND)
approval of off-schedule SEL hours to offset a disruption, for instance completing 20 hours in one week or completing hours during the evening or on weekends
completing hours at telehealth sites, or other actual SEL sites that offer remote options to attain required competencies

Matriculated students that experience an unexpected disruption to their SEL schedule:

the MSND Clinical Coordinator and Program Director will help the student review other potential sites in their geographical area that they might be able to contact for possible SEL hours
the student and the MSND Clinical Coordinator and Program Director can discuss with available preceptor(s) approval of off-schedule SEL hours to offset a disruption, for instance completing 20 hours in one week or completing hours during the evening or on weekends
if additional sites and/or off-schedule SEL hours are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site
the student will sign an agreement to complete the alternate and actual SEL plans and the MSND Clinical Coordinator and Program Director will note the plan in the student record
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL the Faculty (always an RD/with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies.

the student and the MSND Clinical Coordinator and Program Director can discuss with potential preceptor(s) in the area if off-schedule SEL hours would be an option, for instance completing 20 hours in one week or completing hours during the evening or on weekends
if additional sites are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL
the Faculty (always an RD with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies
if the Supervised Experiential Learning competencies are not met and the student cannot achieve a low-pass grade in the associated course, the student will be able to retake the SEL portion of the course

Students may need to consider dividing clinical hours between a few different facilities or offer to complete SEL hours on the weekends or evenings to complete SEL requirements. The Clinical Coordinator and Program Director will help as much as possible, but the student is responsible for finding all SEL sites and preceptors in a geographic location suitable to the student if SEL hours are disrupted.

Section 2: Supervised Experiential Learning (SEL) Policies and Procedures

Selection of supervised experiential learning (sel) sites.

Each SEL Preceptor must meet the following criteria:

Maintenance of current credentials for the profession (i.e., RDN, MD, PharmD, DO, LCSW, etc.)
Provision of experiences that meet the required competencies for the SEL.
Adequate staffing to provide a positive learning experience for the

student, including proper supervision and instruction by the preceptor(s).

Completion of Preceptor Information and Commitment Form.
Completion of Preceptor and Competency-Based Education (CBE) Training.
Ability to document appropriate continuing education for the previous (2) years (submission of a Personal Development Portfolio is desirable).
Willingness to review Program Policies and Procedures with Program’s Clinical Coordinator on phone or video conference to clarify expectations.

Minimum Site/Facility Requirements:

Clinical sites (e.g. acute care, sub-acute care, long-term care or hospice) must be accredited by the Joint Commission or other appropriate accreditation agency.
Sites must be willing to enter into an Affiliation Agreement with King’s College. Site-generated agreements will be reviewed by King’s College for compatibility with the laws of the State of Pennsylvania.
Supervised Experiential Learning (SEL) Facility Form must be completed by the MSND Graduate Student for any site at which the Graduate Student will have patient/client contact, interaction with facility employees beyond their preceptor or the general public, or act as a representative of the facility.

Steps to be Completed Prior to Any SEL Taking Place:

Graduate Student discusses with Program’s Clinical Coordinator a proposed timeline for SEL experience , along with interests, proposed sites and preceptor(s).
After discussion with and approval from the Clinical Coordinator, Graduate Student will be encouraged to reach out to Proposed Preceptors, cc’ing the Clinical Coordinator (see Appendix for sample templates).
Program’s Clinical Coordinator will meet with the Proposed Preceptor. Responsibilities and commitments, expectations are discussed. There are also forms and documentation the Clinical Coordinator needs to collect from this Proposed Preceptor if s/he agrees to this relationship.
Clinical Coordinator will work on getting the affiliation agreement signed & confirmed by King’s College – this process goes through several layers. This part of the process can take up to 6 months.
Program’s Clinical Coordinator needs to confirm with Graduate Student that the Rotation SEL Pre Requisites have been completed. These may include courses, modules, readings, etc., or anything else the Preceptor(s) requests to have completed (e.g. identity verification, background checks, fingerprints, drug tests, prep work, etc.). All prerequisite activities will be documented in the Graduate Student’s ePortfolio.
Clinical Coordinator will work with Proposed Preceptor to complete paperwork, training modules, etc. prior to having Graduate Student in her/his Facility. The preceptor needs to have the Preceptor Training, Competency-Based Education (CBE) Training and Handbook, which the Clinical Coordinator will make sure he/she has access to and completes.
Only after the above is completed, Program Director will have our Administrative Specialist register Graduate Student for the corresponding SEL Course (e.g. ND 615 -Community, ND 616-Foodservice Management or ND 617 – Clinical Nutrition SEL), each of which is 1.0 graduate credit. The Graduate Student will need to complete no less than 10 h SEL per week in a single facility/with a single preceptor, and no less than 200 h in each of the RWPE SEL rotations to complete the required competencies. These RWPE SEL “courses” will occur over a traditional 16-week term (rather than the single accelerated semester for which the Graduate Student is enrolled).
The Clinical Coordinator will need the Graduate Student’s final timeline for the RWPE SEL (start date, daily schedule, weekly schedule, etc.) prior to the start of the rotation.

Table 2. Deadlines* for Supervised Experiential Learning (SEL) in the Real-World Professional Environment (RWPE): Milestones , AY 2024-2025

PT: Part-time, FT: Full-time

IN ADDITION TO COMPLETING THE COMPETENCIES, GRADUATE STUDENT RESPONSIBILITIES DURING ALL RWPE SEL:

Graduate Students need to complete daily reflective journal entries about everything being completed at their site. This includes projects you are working on, competencies you are meeting, etc. The link is on the RWPE Moodle site in which you will be enrolled upon approval of your RWPE SEL.
During your RWPE SEL rotation, graduate student should be uploading projects, materials, resources, handouts, etc. that show how the required competencies have been met during the RWPE SEL. There is a Moodle drop box for each required competency. You can submit multiple items in one drop box.
Graduate Students are required to update the digital reflective e-portfolio during each RWPE SEL rotation, and email the URL link of that e-portfolio to the Clinical Coordinator upon completion of the RWPE SEL for evaluation.

Procedure for Locating and Securing Supervised Experiential Learning (SEL) Sites

If a graduate student has challenges as addressed above, possible alternatives to support the graduate student in completing the required SEL include:

Matriculated graduate students that experience the inability to secure additional sites

the MSND Clinical Coordinator and Program Director will help the student review other potential sites in their geographical area that they might be able to contact for possible SEL hours.
the student and the MSND Clinical Coordinator and Program Director can discuss with potential preceptor(s) in the area if off-schedule SEL hours would be an option, for instance completing 20 hours in one week or completing hours during the evening or on weekends.
if additional sites are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site.
the student will sign an agreement to complete the alternate and actual SEL plans and the MSND Clinical Coordinator and Program Director will note the plan in the student record.
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL.
the Faculty (always an RD/RDN with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies.
if the Supervised Experiential Learning competencies are not met and the student cannot achieve a low-pass grade in the associated course, the student will be able to retake the SEL portion of the course.

Evaluation of Adequacy of SEL Sites and Preceptors

Affiliation Agreements for SEL Sites

Supervised Experiential Learning Work Schedule and Attendance

Unplanned Leave/Absence - The graduate student must contact the MSND Clinical Coordinator and Program Director via phone and email and Supervised Experiential Learning preceptor as soon as possible to request leave. The MSND Clinical Coordinator and Program Director will document the information on the student’s attendance record kept in the student’s file.
Planned Leave - The graduate student must submit a written request as far in advance as possible. The MSND Clinical Coordinator and Program Director will either deny or approve the request. The original request will be kept in the student’s file. Approved leave will be documented on the student’s attendance record kept in his/her file along with the original written request. Unapproved absences are not acceptable and will be subject to disciplinary action up to and including termination from the program.
Tardiness - If the graduate student expects to be late, he/she will call both the MSND Clinical Coordinator and Program Director and the current supervising preceptor to provide a reason for the tardiness and an approximate time of arrival. It is the responsibility of the student to communicate any changes to both the director and preceptor at all times. Excessive tardiness will be subject to action up to and including termination from the program.

The Graduate Student will record his/her/their hours worked on the SharePoint page each day s/he / they complete hours. This is done by clicking on the “SEL Reporting” tab and then the “+ New” button.
Once everything is all set for an SEL rotation, the Clinical Coordinator will be adding the Graduate Student’s preceptor(s) to the SharePoint page to approve SEL hours. The link is: https://kingsedu.sharepoint.com/teams/NUTRSEL . The process for them to approve hours is as follows:

1 st : Click on preceptor view under view records as an SEL preceptor.

2 nd : Click on edit in grid view.

3 rd : Click on the box that says processing and click "time entry approved."

the student and the MSND Clinical Coordinator and Program Director can discuss with available preceptor(s) approval of off-schedule SEL hours to offset a disruption, for instance completing 20 hours in one week or completing hours during the evening or on weekends.
if additional sites and/or off-schedule SEL hours are not available, the MSND Clinical Coordinator and Program Director will develop a plan to help the student meet the remaining SEL requirements and competencies assessed at the site.
the MSND Clinical Coordinator and Program Director will notify Student Support and Faculty of the revised plan of study for attainment of SEL the Faculty (always an RD/with preceptor experience, in the event of such instances) will utilize the appropriate competency assessment forms to determine if the student has successfully demonstrated the required competencies.

Performance Evaluations

All students will be evaluated on his/her performance at specified times throughout the program to assess readiness for entry-level competency as an RDN.

1.The preceptor and graduate student will meet with the Clinical Coordinator as needed to discuss the student’s performance and progress.

2.The faculty member and graduate student will meet regularly to discuss the student’s performance and progress.

5.The following assessment tools will be used:

Clinical Supervised Experiential Learning Preceptor Evaluation Form
Food and Nutrition Management Supervised Experiential Learning Preceptor Evaluation Form
Community Supervised Experiential Learning Preceptor Evaluation Form

6.The graduate student is required to meet all required competencies to receive a certificate of completion from the FG MSND Program.

Accident, Injury, or Illness

Transportation and Liability for safety in travel to or from assigned RWPE SEL areas

Drug testing and criminal background checks

Insurance requirements, including those for professional liability

Compensation Policy

Hygiene and neatness are important. Hair must be clean and neatly styled.

If assigned to a fitness center or teaching garden , students are to attire appropriately, yet professional for the setting.

If a lab coat is required by the rotation , a clean and pressed white lab coat should be worn over professional attire. Students are responsible for purchasing and laundering and ironing lab coats.

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King's College London Personal Statements
These UCAS personal statements have been kindly provided by students applying to King's College London. You can click on one of the links below to view the entire statement and find out if the applicant was offered a place. You can also view our entire collection of personal statements or view personal statements for application at other universities.
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To search for an exact match, please use Quotation Marks. Example: "computer". Watch this video to find out everything you need to know about the UCAS application process and tips on how to write your personal statement. To watch the full video and find out more about applying visit: kcl.ac.uk/ug-apply. Faculty/Topic.
Nutrition and Dietetics Master's Degree
A 1000 word personal statement detailing the following: ... While King's College Master of Science in Nutrition and Dietetics (MSND) graduate students are admitted from all over the USA, many of our applicants may be from the tri-state area (Pennsylvania, New Jersey, New York) , and it may be anticipated that there will be significant overlap ...
Writing the personal statement for King's College London: Why you
King's College London is a leading institution for higher studies in law, and provides students with an opportunity to broaden their horizons in a vibrant community of intellectuals, students from other jurisdictions, and leading practitioners. As part of the entry requirements for the LLM program applicants are required to submit a personal statement, English proficiency scores, copies of ...
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Medicine Personal Statement Examples
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Postgraduate International Marketing Personal Statement Example
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Nutrition Science Master's Degree
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Graduate Admission
The Office of Graduate Admission is located in George and Giovita Maffei Family Commons, 29 W. North St., Wilkes Barre, PA 18711. The Director of Graduate Admission is available to answer questions about graduate programs, application procedures, course schedules and registrations, and any other matters relating to graduate study. Contact the ...
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Nutrition and Dietetics Master's Degree
A 1000 word personal statement detailing the following: ... While King's College Master of Science in Nutrition and Dietetics (MSND) graduate students are admitted from all over the USA, many of our applicants may be from the tri-state area (Pennsylvania, New Jersey, New York) , and it may be anticipated that there will be significant overlap ...

Applying & writing your personal statement

Nutrition and Dietetics

Program Overview

Who Can Apply?

Built for Flexibility

Outcomes for RDNs

Accreditation Status

Additional Info

Application Requirements

Applicant Selection Process

Application Deadlines

Technical Requirements

Becoming a RDN

Program Costs and Financial Aid

Curriculum and Program Options

COURSE REQUIREMENTS

Nutrition Philosophies

Future Graduate Model Program Accreditation

Graduation and Program Completion Requirements

Student-identified Supervised Experiential Learning (SEL) Guide

Section 1: Procedure for Supervised Experiential Learning (SEL) Sites

Section 2: Supervised Experiential Learning (SEL) Policies and Procedures

Each SEL Preceptor must meet the following criteria:

Minimum Site/Facility Requirements:

Steps to be Completed Prior to Any SEL Taking Place:

Procedure for Locating and Securing Supervised Experiential Learning (SEL) Sites

Evaluation of Adequacy of SEL Sites and Preceptors

Affiliation Agreements for SEL Sites

Supervised Experiential Learning Work Schedule and Attendance

Performance Evaluations

Accident, Injury, or Illness

Transportation and Liability for safety in travel to or from assigned RWPE SEL areas

Drug testing and criminal background checks

Insurance requirements, including those for professional liability

Compensation Policy

Writing the personal statement for King's College London: Why you should play to your strengths

What should you include in the personal statement?

Structuring the personal statement

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King's College London Medicine Personal Statement Example

King's College London Medicine Personal Statement Example Analysis

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Published at 12 Apr 2021

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Nutrition and Dietetics

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