Aim: Competency standards support a range of professional activities, including the accreditation of university courses educating health professionals. Reviewing these standards is essential to ensure universities continue to produce well-equipped graduates, who are able to meet the challenge of changing workforce requirements. This paper has two aims: (a) to provide an overview of the methodological approaches used for compilation and review of the Competency Standards for Dietitians and (b) to evaluate the Dietitians Association of Australia's Competency Standards and capture emerging and contemporary dietetic practice. Methods: A literature review of the methods used to develop competency standards for dietitians in Australia, including entry-level, Advanced level and Dieticians Association of Australia Fellow competencies and other specific areas of competency, such as public health nutrition and nutrition education, is outlined and compared with other allied health professions. The mixed methods methodology used in the most recent review is described in more detail. Results: The history of Dietetic Competency Standards development and review in Australia is compared with Dietetic Competency Standards internationally and within other health professions in Australia. The political context in which these standards have been developed in Australia and which has determined their format is also discussed. The results of the most recent competency standards review are reported to highlight emerging practice in Australia. Conclusion: The mixed methods approach used in this review provides rich data about contemporary dietetic practice. Our view supports a planned review of all competency standards to ensure practice informs education and credentialing, and we recommend the Dietitians Association of Australia consider this in the future.

Aim:  This paper aims to explore new graduates' experience working with clients with mental health issues using critical incident interviews. Methods:  The qualitative research techniques were based on phenomenology. A purposive sample of 19 new graduate dietitians was drawn from a range of work settings and locations throughout Australia. Data were gathered using 30‐minute critical incident interviews. Audiotaped data were transcribed, coded to identify common themes, compared for congruence and then categorised into knowledge, skills and attitudes. Results:  New graduates encountered a range of situations involving a variety of mental health, wellbeing, dietetic and clinical issues. Common themes revealed that graduates felt under‐prepared to deal with these situations. Themes also highlighted the mental health knowledge, skills and attitudes required for entry‐level dietitians, which then informed the review of the National Competency Standards for Entry‐Level Dietitians. Conclusion:  New graduates encounter a variety of mental health and wellbeing issues in their everyday practice and therefore require training to address these situations competently.