Teaching nutrition integration: MUST screening in XXXX .

@entity1 @entity5 @entity353
RATIONALE: Nutritional risk screening should be routine in order to select @entity1 in need of nutrition care; this conduct change has to rely on education. In this project, radiotherapy department health professionals were trained on how to use the Malnutrition Universal Screening Tool (MUST), to foster its integration into @entity5 outpatient management; we also aimed to identify those more adherent to screening. METHODS: Research dieticians (the standard) conducted interactive sessions with all physicians, nurses, and radiotherapy (RT) technicians, who were closely supervised to facilitate routine MUST integration. There were two phases: after the first session, phase 1 assessed 200 @entity1 over 4 months; after the second session, phase 2 screened 450 @entity1 , always before RT. Validity was evaluated comparing results from the standard against all other health professionals, adjusted for number. RESULTS: RT technicians were most adherent to the MUST: 80% of @entity1 in phase 1, increasing to 85% in phase 2. Nurses doubled their input, from 19% to 36%. Physicians had poor MUST integration, yet they progressively incorporated percentage @entity353 into @entity1 records, increasing from 57% in phase 1 to 84% in phase 2, independently of diagnosis and stage. The highest concordance (k coefficient) with dieticians was found with RT technicians' use of the MUST (p < .002) and percentage @entity353 determination by physicians (p < .001). CONCLUSIONS: We show that systematic screening in @entity5 is feasible by all professionals involved, once a proximity teaching project is put into practice. RT technicians, who daily treat @entity1 , were highly adherent to integrate the MUST and might be in charge of selecting at-risk @entity1 . Physicians are unlikely to use the MUST, but acknowledged nutrition value and changed their routine by integrating recent percentage @entity353 into their approach to @entity1 . Our structured methodology may be used as a model for the development of teaching adapted to different departments with other realities.
