Search

Background: Interest in the role of employability in student–dietitian transitions is increasing. However, little is known about the cross‐cultural transition‐to‐work experience of Australian‐trained dietetic graduates of international backgrounds, as well as strategies to optimise work‐readiness. The present study aimed to explore graduates' career narratives and identify employability capitals that enabled successful transitions to work. Methods: A qualitative interpretive approach was employed via a cultural lens. Eighteen participants from five Asian countries who had graduated from an Australian university within 3–15 years, with work experience in Australia or in their respective home countries, took part in in‐depth interviews. Thematic analysis was performed, guided by the graduate capitals based approach. Results: Transition‐to‐work was dynamic and non‐linear; four themes and 12 subthemes identified: (1) upon graduation, participants felt ambivalent about their decision to either stay in Australia or return home, influenced by graduate visa restrictions, and individual perceptions of their ability to mobilise cultural strengths to gain employment; (2) to get a foot in the door, participants demonstrated resilience, embraced uncertainty and utilised social networks to increase employment opportunities in Australia and their home countries; (3) regardless of which country they worked, graduates reported struggling with their cross‐cultural identities in the workplace; and (4) eventually, these graduates appreciated their ethnic capital, thrived in their work and extended a helping hand to their junior cross‐cultural dietitians. Conclusions: Initiatives facilitating connections to the host country and supporting cultural and ethnic capital development, along with ongoing research reviewing employability capital applications, will benefit cross‐cultural dietetic graduates and the communities they potentially will serve. Key points: International student dietitians graduated in Australia often faced additional barriers in seeking employment compared to their domestic counterparts.International dietetic graduates had to choose to return to home country or stay for employment in Australia but their option was limited by residency rights and connections to the communities.For those who stayed, they demonstrated resilience, embraced uncertainty and utilised social networks to increase employment opportunities.For graduates who went home, they experienced back‐transition and translation of Australian dietetics knowledge in the Asian communities.Despite difficult circumstances, international dietetic graduates mobilised graduate capitals to optimise their transition‐to‐work journey and eventually found their cross‐cultural identity in the workplace. [ABSTRACT FROM AUTHOR]

Background: As the prevalence of eating disorders continues to increase, there is an urgent need to equip the emerging dietetics workforce to provide care to this growing population. The present study aimed to describe a five‐step design thinking process that was applied to brainstorm ideas and develop and test solutions for consideration in the future. Methods: A pragmatic, five‐step design thinking approach was used during a 1‐day, in‐person design thinking retreat. Purposive sampling was used to identify key stakeholders, including subject matter, learning and teaching, as well as lived experience experts, dietetics students and recent graduates. Reflexive thematic analysis was used to analyse brainstormed and design solution ideas. Results: Seventeen participants attended the design thinking retreat in April 2023. Four education prototypes were developed and tested by stakeholders including: (1) a change to accreditation requirements for dietetics curricula; (2) a multimodal learning package for penultimate year students; (3) embedding disordered eating and eating disorder content into existing curriculum and upskilling educators; and (4) codesigning an eating disorder module. Conclusions: The design thinking retreat engaged a variety of stakeholders in curriculum design resulting in an array of prototype approaches that aimed to embed eating disorder content into university curricula. Further research is needed to test the prototypes and understand what impact this has on dietetics students' feelings of preparedness to provide care to people seeking this support. Highlights: A design thinking retreat engaged a diverse range of stakeholders, involving them in the research process to integrate eating disorder content within dietetics curricula.The prototypes focused on collaborating with professional bodies and people with lived experience to design and deliver eating disorder content early within the degree, and upskilling educators to feel confident to deliver this content.Including content at university was perceived as important for equipping dietitians with foundational knowledge and skills, as well as to support them to feel comfortable and confident to provide care for people with eating disorders. [ABSTRACT FROM AUTHOR]

Empathy is fundamental to the provision of efficacious patient-centered health care. Currently, there is no comprehensive synthesis of peer-reviewed empirical research related to empathy in the nutrition and dietetics profession. Understanding empathy in the context of nutrition and dietetics care may lead to improved teaching practices that support nutrition and dietetics students and practitioners to provide high-quality, empathic, patient-centered care. This scoping review aimed to understand the approaches through which empathy is conceptualized, measured, and taught in the field of nutrition and dietetics. Using the Preferred Reporting Items for Systematic reviews and Meta-Analyses-Scoping Reviews Statement and Checklist, a scoping review process was undertaken. Five databases were searched in February 2023: Cumulative Index to Nursing and Allied Health, Embase, Medline, PsycInfo, and Scopus, with no date limits. Eligible studies were English language-based, peer-reviewed, empirical research exploring or measuring empathy as an outcome in primary data stratified to nutrition and dietetics. Extracted qualitative data were synthesized and analyzed thematically with an inductive, interpretivist approach applied to conceptualize the interrelationship between empathy and dietetic practice. Quantitative data were extracted and summarized in a table. Twenty-six studies were included in the scoping review. Analysis identified 2 overarching themes underpinning the current literature on empathy in nutrition and dietetics that described empathy as a key skill in the application of patient-centered care, which was supported by approaches to lifelong cultivation of empathy in the nutrition and dietetics profession. A range of tools has measured empathy in nutrition and dietetics students and practitioners with no clear consensus in findings across studies. This review identified the extent and nature of empathy within nutrition and dietetics, from both practitioner and patient perspectives, and the vast array of approaches used to teach and quantify empathy in students and practitioners. Insights from this review inform the need for future studies. The results of this review suggest that future research include exploring implications of empathic dietetics care on patient outcomes and identification of best practice, evidence-based curricula and strategies to support sustainable cultivation and maintenance of empathic care across the career span of nutrition and dietetics practitioners. [ABSTRACT FROM AUTHOR]

Background: Dietetics curricula currently fail to meet the educational needs of the future dietetic workforce to contribute expertise in sustainable, healthy food systems in the settings in which dietitians work. A 'Global Networking Event on Sustainable Food Systems in Nutrition and Dietetics Education' was held in June 2023 with the goals of building relationships among international stakeholders and informing the development of shared curricula. Methods: Plenary lectures, panels and roundtable discussions were held over 2 days, designed to provide the background required to generate informed actions. Topics included recent research from practice and education, competency standards and relevant policy documents, examples from the field, 'big questions' about scope and student perspectives. Key messages were summarised thematically to inform educators and national dietetics associations. Results: Fifty‐five delegates attended from 11 nations representing education, research, dietetic associations, industry and diverse practice backgrounds. Key priorities identified for educators included co‐development of curricular frameworks and pedagogical theory, practical training supports and solutions to limited time and expertise. Key recommendations for national dietetics associations included strategic promotion of sustainable food systems in dietetic roles and practical supports. Conclusions: Outcomes are anticipated to stimulate ongoing discussion, collaboration and actions on sustainable food systems education within the dietetics profession leading to shared curricular models and supports. Highlights: Sustainable food system (SFS) competency requirements and curricular integration are inconsistent globally and lack robust frameworks to support dietetics education.There is a need to define the scope of practice for SFS within dietitians' roles.Current opportunities in education include scaffolding existing topics and activities with signature pedagogies for sustainability, harnessing transferrable knowledge and skills to adapt to future SFS roles, and establishing interdisciplinary food systems teaching and learning activities.National dietetics associations can act to support SFS in the professional role of dietitians. [ABSTRACT FROM AUTHOR]

The objective of this study was to evaluate undergraduate students' experiences in a synchronous online course that utilized flipped learning during the COVID-19 pandemic compared to flipped learning in a face-to-face class pre-pandemic. Upper-level undergraduate students (n = 27) in an advanced nutrition face-to-face course during the spring 2019 semester (n = 15) and synchronous online course using Zoom software during the spring 2021 semester (n = 12) at a midsize, private Midwestern university completed learning reflections during the semester. Content analysis was applied to these reflections by 2 investigators. Five themes were discovered: (1) dependency, (2) peer support, (3) metacognition, (4) asking questions, and (5) effort. While neither the online nor the face-to-face students became self-directed learners, the face-to-face students showed evidence of progress at the end of the semester. The face-to-face students also became more comfortable with asking questions while the online students did not. Using small group activities with breakout rooms for online classes can help provide a safe space and much needed support and interaction, especially during a socially isolated time. [ABSTRACT FROM AUTHOR]

The article examines a study by Cohen JFW et al. from Nutrients 2021 on universal school meals, exploring their impacts on school meal participation, attendance, academic performance, body mass index, and school finances across high-income countries. It also discusses the study's findings of improved diet quality, food security, and academic performance, alongside varied effects on school finances.

Simulation-based learning experiences (SBLEs) are effective for teaching healthcare students clinical and communication skills. The current study assessed self-perceived clinical and communication confidence among dietetics students completing a series of four SBLEs (3 group, 1 individual) across nine months. Dietetics students were recruited in February 2023 prior to their first SBLE. Simultaneously through the academic year, students completed clinical and communication courses. Students were invited to complete an online, anonymous self-reported survey regarding confidence with nutrition care and communication prior to their first SBLE (Time 1), prior to their third SBLE (Time 2), and following their final SBLE (Time 3). The survey measured healthcare work experience and self-perceived confidence. Student confidence increased among 30 of the 38 indicators (p < 0.05). At Time 2 (following two group SBLEs), those with healthcare experience had higher confidence among 12 of the 39 items (p < 0.05). At Time 3 (following four simulation experiences) those with healthcare experience had higher confidence among just four of the 39 total items (p < 0.05). Cohort increases in confidence suggest that SBLEs, along with dietetics coursework, were critical in increasing confidence and students' perceived ability to carry-out entry-level tasks of a dietitian. While student confidence increased across the cohort, SBLEs were particularly beneficial in leveling confidence between those with prior clinical experience and those without. [ABSTRACT FROM AUTHOR]

Abstract Background The systems approach has been used to evaluate higher education and explores inputs, transformation process, and outputs of a system that is also influenced by environmental factors such as COVID-19. The COVID-19 pandemic shifted many college students to different learning modes, changing their university experience. This study evaluated dietetics students’ education experiences and characteristics in the latter period (spring 2022) of the COVID-19 pandemic using the systems approach. Methods Researchers developed and distributed an electronic survey to all 215 US-based Didactic Program in Dietetics (DPD) directors during March to May 2022 to forward to their students. Researchers calculated descriptive statistics for variables related to inputs, transformation process, and outputs in the systems approach. Results Respondents (n = 341) represented 51 DPDs in 31 states in the United States. Overall, DPD students (88.5%) were mostly or very satisfied with their choice of majoring in dietetics. Most (84.0%) planned to earn the RDN credential. Nearly half (46.9%) of DPD students were somewhat or extremely concerned about their readiness to continue their dietetics education path due to the pandemic-related learning conditions. Most students (43.6%) reported dissatisfaction with asynchronous remote instruction in laboratory courses. DPD students’ GPAs remained consistent within the range of 3.75-4.0 from Fall 2019 (43.2%) to Spring 2022 (44.5%). The most important expectations of professors moving forward were to communicate effectively (97.3%), employ cultural humility (93.8%), eliminate discrimination in the classroom (93.6%), provide lecture slides (89.7%), and be flexible and accommodating (88.7%). Conclusions DPD students emerged from COVID-19 with new perspectives and expectations for their university learning experience. Future research should explore the perspectives of DI directors, preceptors, and employers of COVID-19 era DPD graduates.

Aim: Dietitians work in high‐pressure environments and student dietitians attend placement in these settings. Resilience is a personal quality that can buffer against the stressors of professional placement; however, little is known about how dietetics students learn resilience. This study aimed to describe how resilience is embedded within Australian and New Zealand dietetics curricula. Methods: This three‐phased qualitative study examined 18 credentialed dietetics education programs in Australia (n = 16) and New Zealand (n = 2). In Phase 1 (document analysis), publicly available curricular documents were screened for key resilience terms. In Phase 2, academics were invited to participate in a semi‐structured interview on Microsoft Teams to verify and advance upon documentary evidence. Extracted data were combined and evaluated according to Bloom's Taxonomy in Phase 3. Results: Fifty‐six courses were found to have documented mentions of resilience factors from dietetics programs in Australia and New Zealand. Academics from 14 universities (12 Australia and 2 New Zealand) were interviewed. Three themes were identified from Phase 3: Resilience is valuable content within a dietetics degree, Resilience can be taught indirectly throughout programs and Resilience education is not static. Resilience education was mostly taught by academic dietitians in courses prior to placement and assessed by students completing self‐reflection while on placement. The documentation of resilience within learning objectives and graduate attributes varied between universities. Conclusion: While all dietetics programs included some resilience curricula, academics acknowledged that resilience content and their own knowledge base could be strengthened. The findings provide direction for program improvements and further research. [ABSTRACT FROM AUTHOR]

Background: Communication is a core element of dietetic practice, and although communication skills are a prominent feature of dietetic curricula, research suggests a need for more consistent approaches. The evidence on how communication skills are taught and assessed in dietetics has not been synthesised leaving uncertainty about best practice. This scoping review aimed to examine and map the research literature relating to the teaching and assessment of communication skills in dietetics. Methods: The review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. Five electronic databases, two theses databases and eight conference proceedings were systematically searched for research on how communication skills are taught and assessed in dietetics. The search had no geographical or time limits. Studies were independently screened by two authors, summarised thematically using the Kirkpatrick Model and narratively synthesised. Results: The 45 included studies were organised thematically into three categories: (i) the inclusion of communication skills education in dietetics, suggesting that dietitians have variable experiences; (ii) approaches to teaching communication skills in dietetics, characterised predominantly by a move away from didactic approaches in favour of experiential opportunities for learning such as simulation; and (iii) assessment of communication skills in dietetics, including the use of both dietetic‐specific and generic tools. Conclusions: The included studies demonstrate that although a variety of teaching strategies are used in the development of communication skills in dietetics, there is potential for more robust evaluation and more diverse approaches to support dietetic educators to prepare the dietetic workforce. Highlights: Communication skills teaching is included in dietetic education, but the studies presented in this review indicate the lack of consistent approaches.There is scope for the use of more diverse teaching and assessment strategies in dietetic education to develop the communication skills required for social media and communicating with diverse populations. [ABSTRACT FROM AUTHOR]

Background: The systems approach has been used to evaluate higher education and explores inputs, transformation process, and outputs of a system that is also influenced by environmental factors such as COVID-19. The COVID-19 pandemic shifted many college students to different learning modes, changing their university experience. This study evaluated dietetics students' education experiences and characteristics in the latter period (spring 2022) of the COVID-19 pandemic using the systems approach. Methods: Researchers developed and distributed an electronic survey to all 215 US-based Didactic Program in Dietetics (DPD) directors during March to May 2022 to forward to their students. Researchers calculated descriptive statistics for variables related to inputs, transformation process, and outputs in the systems approach. Results: Respondents (n = 341) represented 51 DPDs in 31 states in the United States. Overall, DPD students (88.5%) were mostly or very satisfied with their choice of majoring in dietetics. Most (84.0%) planned to earn the RDN credential. Nearly half (46.9%) of DPD students were somewhat or extremely concerned about their readiness to continue their dietetics education path due to the pandemic-related learning conditions. Most students (43.6%) reported dissatisfaction with asynchronous remote instruction in laboratory courses. DPD students' GPAs remained consistent within the range of 3.75-4.0 from Fall 2019 (43.2%) to Spring 2022 (44.5%). The most important expectations of professors moving forward were to communicate effectively (97.3%), employ cultural humility (93.8%), eliminate discrimination in the classroom (93.6%), provide lecture slides (89.7%), and be flexible and accommodating (88.7%). Conclusions: DPD students emerged from COVID-19 with new perspectives and expectations for their university learning experience. Future research should explore the perspectives of DI directors, preceptors, and employers of COVID-19 era DPD graduates. [ABSTRACT FROM AUTHOR]

The article discusses the transformative impact of university education, particularly in the field of dietetics, emphasizing its influence on various aspects of life outcomes. It explores the historical development of academic dietetics in Australia, highlighting the emergence of academic dietitians as a crucial subgroup and addressing challenges faced by the profession, including the need for increased diversity and advocacy for planetary health.

In 2015 the Polish Society of Dietetics initiated the publication of standards for dietary treatment in diverse diseases. The first developed publication was "Standards for the treatment of simple obesity in adults". Over the past few decades, the incidence of obesity increased in all regions of the world. Reduced physical activity, as well as increased consumption of ultra-processed, high-energy products, rich in animal fats and simple sugars are leading causes of excessive body weight. Other factors related to obesity are the increasing pace of life and the growing stress load, which lead to a number of eating disorders. In 2022, the WHO Regional Office published the newest report on obesity in Europe. It was concluded that the rates of overweight and obesity are reaching epidemic levels and are continuing to rise. None of the 53 member states is currently on track to meet the common goal of stopping the trend of rising obesity by 2025. The fact that 59% of adults and nearly 30% of children in Europe are overweight is alarming. The growing number of people with obesity is a significant burden on health care systems and budgets in European countries. Overweight and obesity are among the leading causes of death and disability in Europe, with recent estimates suggesting that they account for more than 1.2 million deaths annually, equivalent to more than 13% of the total mortality in Europe. Each person with obesity should undergo diagnostics to identify the cause of the problem and any diseases accompanying their obesity, and to plan comprehensive therapy. Treatment of obesity requires a team of specialists in various fields, including dietitians. The experts of the Polish Society of Dietetics hereby present recommendations being practical leads on dietary treatment of simple obesity in adults. [ABSTRACT FROM AUTHOR]

Copyright of Saberes Plurais is the property of Saberes Plurais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To assess change in attitudes toward women who have experienced trauma and to describe interns' reflections regarding the provision of universal trauma precautions and the training sessions. Dietetic interns participated in 3 2-hour trauma-informed care (TIC) training sessions. A multiple-methods design was used, incorporating a presurvey and postsurvey to assess change in attitudes and thematic analysis to assess self-reflections. The attitudes of the interns improved across all statements. Two components measuring attitudes about sympathetic feelings toward mothers with underlying trauma and substance use disorder during pregnancy and retaining custody of their children reached statistical significance (P < 0.05). Four themes were identified in the self-reflections: TIC training was informative, valuable, and warranted, and interns felt comfortable discussing TIC. Students positively assessed the TIC training and changed their attitudes. Trauma-informed care can be effectively incorporated within dietetics education to support students in developing therapeutic relationships in their future nutrition care standards. [ABSTRACT FROM AUTHOR]

Simulation-based learning experiences (SBLEs) are effective for teaching healthcare students clinical and communication skills. The current study assessed self-perceived clinical and communication confidence among dietetics students completing a series of four SBLEs (3 group, 1 individual) across nine months. Dietetics students were recruited in February 2023 prior to their first SBLE. Simultaneously through the academic year, students completed clinical and communication courses. Students were invited to complete an online, anonymous self-reported survey regarding confidence with nutrition care and communication prior to their first SBLE (Time 1), prior to their third SBLE (Time 2), and following their final SBLE (Time 3). The survey measured healthcare work experience and self-perceived confidence. Student confidence increased among 30 of the 38 indicators (p < 0.05). At Time 2 (following two group SBLEs), those with healthcare experience had higher confidence among 12 of the 39 items (p < 0.05). At Time 3 (following four simulation experiences) those with healthcare experience had higher confidence among just four of the 39 total items (p < 0.05). Cohort increases in confidence suggest that SBLEs, along with dietetics coursework, were critical in increasing confidence and students’ perceived ability to carry-out entry-level tasks of a dietitian. While student confidence increased across the cohort, SBLEs were particularly beneficial in leveling confidence between those with prior clinical experience and those without.

Aim: We aimed to explore current approaches to assessing professionalism in dietetics education in Australia and New Zealand, and asked the questions what is working well and what needs to improve? Method: We employed a qualitative interpretive approach and conducted interviews with academic and practitioner (workplace‐based) educators (total sample n = 78) with a key stake in dietetics education across Australia and New Zealand. Data were analysed using team‐based, framework analysis. Results: Our findings suggest significant shifts in dietetics education in the area of professionalism assessment. Professionalism assessment is embedded in formal curricula of dietetics programs and is occurring in university and placement settings. In particular, advances have been demonstrated in those programs assessing professionalism as part of the programmatic assessment. Progress has been enabled by philosophical and curricula shifts; clearer articulation and shared understandings of professionalism standards; enhanced learner agency and reduced power distance; early identification and intervention of professionalism lapses; and increased confidence and capabilities of educators. Conclusions: These findings suggest there have been considerable advances in professionalism assessment in recent years with shifts in practice in approaching professionalism through a more interpretivist lens, holistically and more student‐centred. Professionalism assessment in dietetics education is a shared responsibility and requires further development and transformation to more fully embed and strengthen curricula approaches across programs. Further work should investigate strategies to build safer learning cultures and capacity for professionalism conversations and in strengthening approaches to remediation. [ABSTRACT FROM AUTHOR]

Background: Low professional confidence and perceived competence create tangible barriers to integrating sustainable food systems (SFS) and diets into dietetic practice. One opportunity to facilitate more systemic integration into dietetic education and training is to include these concepts in professional standards. To better understand the barrier of low professional confidence and perceived competence for engagement with SFS‐related practice, the purpose of this research was to investigate dietetic training standards for SFS content and to highlight opportunities for growth within the profession. Questions posed by this research are: (1) how, if at all, are SFS and diets articulated in dietetic training standards, and (2) to what level of cognitive complexity? Methods: A content analysis of dietetic training standards documents was conducted between 15 April and 15 September 2021. Search terms included 'sustain*' or 'sustainable', 'food systems' and/or 'diets'. Extracted data with applicable SFS content were analysed for level of cognitive complexity requirements. Results: Of 47 National Dietetics Associations, researchers obtained 23 dietetic training standards documents, of which 16 included SFS‐related content. The majority of documents used broad descriptors of the concepts, with little granularity and at a lower level of cognitive complexity. Conclusions: Adoption of more robust frameworks for sustainability with specific learning outcomes that can be adapted to regional contexts would strengthen higher education curricula and thus the profession's ability to contribute more meaningfully to SFSs and diets. Key points: This research examined how countries are training dietitians for SFS competence.Of 23 dietetic training standards reviewed, 16 included SFS‐related content.More than 50% used broad/general language with little granularity; 59% require shallow depth of knowledge.More robust frameworks adaptable to regional contexts would strengthen the training and ability to contribute to SFS. [ABSTRACT FROM AUTHOR]

Background: Despite clear evidence that accreditation has the potential to shape the future of graduate outcomes and health professions, little research has examined accreditation policy within dietetics and whether it achieves its aims. This study aimed to interpret the purpose and positioning of dietetic accreditation standards internationally. Methods: This study drew on Yanow's interpretive policy analysis approach. Countries with similar dietetics education and accreditation systems were selected for inclusion in this study, including Australia, Canada, New Zealand, the United Kingdom and the United States. A purposive sample of participants involved in the accreditation process were identified and invited to participate in semistructured interviews. Accreditation standards from all countries were collected. Coding of text for purpose and meaning was undertaken. Codes were then grouped into categories and then themes, in line with the interpretive policy analysis approach that aims to seek meaning from the policy and identify conflicts. Results: A total of 8 interviews and 11 accreditation standard documents were analysed from across the five countries. The analysis of data showed that the purpose of accreditation was protecting public safety by producing safe and effective dietetic graduates and supporting universities to achieve this. Focusing on input‐ versus outcome‐based education was a key conflict. Conclusions: There is a unified purpose of accreditation internationally which may support global mobility of the dietetics workforce. Focusing more on outcome‐based standards may support the development of dietetics graduates better equipped to meet future needs. Key points: Dietetics accreditation determines the ability of education providers to meet the accreditation standards set by regulators to support dietetic workforce preparation.Using policy analysis of participant interviews and key artefacts of international dietetics accreditation systems showed that accreditation served to support universities and protect the public, safeguarding the quality of dietetic graduates.A key tension internationally was the focus on inputs versus outcomes inherent in the policy. [ABSTRACT FROM AUTHOR]

Organized in the US in 1917, dietetics emerged from the discipline of home economics as an "acceptable" area of study for women. Since its inception, dietetics has lacked diversity; most dietetics professionals identify as white, cisgender, heterosexual, middle to upper-middle-class women. In the supervised practice setting, interns are expected to dress "professionally" and follow health/safety protocols. Given the field's history, it is reasonable to suspect that dress codes—rules/expectations regarding what employees/participants can/cannot wear—for dietetics programs may be problematic. To explore this, we conducted a discourse analysis using a Foucauldian feminist approach, drawing on the notion of governmentality. Eighty-five dietetics dress codes, supplemented with survey questions, from US-based accredited dietetics education programs were analyzed. Three primary discursive effects were identified: "Invisibilizing" informs dietetics students/interns how to be professional and modest. "Protecting" highlights dress to promote health and safety. "Normalizing" privileges conforming to thin, cisgender, white European women of higher SES. These findings show how the dress codes reify a "model" dietitian and privilege/oppress/discipline some bodies over others, supporting criticisms of dietetics dress codes as discriminatory and oppressing/privileging select societal groups. Recommendations are provided to address biases and prevent dress codes from negatively impacting diversity/inclusion in the profession. [ABSTRACT FROM AUTHOR]

The coronavirus disease 2019 pandemic necessitated the use of distance education, which sparked a technological transformation that was long overdue in higher education. The purpose of this narrative review is two-fold: to summarize the state of knowledge regarding distance education in nutrition and dietetics education over the past 30 years to inform recommendations for future education/research and implications for practice and to determine the influence that distance education has had on the knowledge, skills, and attitudes of both nutrition and dietetics educators and their students. A narrative review of 822 publications yielded 25 that met the search criteria. In the scope of 30 years, the literature shows that attitudes and perceptions of distance education have changed as barriers to online access have diminished and the availability of online nutrition and dietetics courses and Accreditation Council for Education in Nutrition and Dietetics-accredited distance education programs has expanded. However, whereas the limited results are promising, the paucity of large-sample research about the use of distance education in nutrition and dietetics education restricts educators' knowledge of and ability to evaluate the learning outcomes of distance programs and courses. Moreover, differences in how accreditors, government agencies, and institutions define distance education could have significant influence on funding and financial aid benefits for students and research. Recommendations for future research and implications for practice are provided given the relevance and importance of distance education to nutrition and dietetics education. [ABSTRACT FROM AUTHOR]

Copyright of Nővér is the property of Chamber of Hungarian Health Care Professionals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to determine the breadth to which obesity education is included in US dietetic internships, how it is prioritized, and the perceived barriers to providing optimal obesity curricula in dietetic internships. A 27-item, cross-sectional survey was emailed to 335 dietetic internship program administrators in the United States and Puerto Rico. Data were analyzed using general descriptive statistics. A total of 83 administrators (25%) participated. Only 26 dietetic internship programs (34%) reported their interns were "very prepared" to manage patients with obesity. Thirty-six percent had no obesity education programs in place, and 65% noted obesity education is not taught as a specific clinical rotation. Forty percent of administrators believed obesity education to be a specific competency for dietetic internships, and 33% viewed expansion of obesity education as a low priority. Lack of room in the current curriculum was the predominant barrier (22%) to integrating obesity education, whereas lack of interest was not (74%). Administrators reported their interns generally had "some to great extent" of knowledge on comorbidities of obesity (60%), but knowledge of obesity etiology and assessment was low (33%). Fifty-eight percent of dietetic internship programs did not provide weight bias training. Despite the expectation that registered dietitian nutritionists are primary educators in obesity management, US dietetic internships may not be adequately preparing their students to manage patients with obesity. Contributing factors to this disconnect should be recognized, and barriers minimized, so that optimal obesity training is provided in dietetic internships. [ABSTRACT FROM AUTHOR]

To examine websites of didactic programs in dietetics (DPD) for diversity, equity, and inclusion (DEI)-related language and to assess perceived gender and ethnic/racial representation in images. We conducted a content analysis on the first 6 website images and 3-elements of DPD (n = 212) websites (mission statement, goals and objectives, and the immediate landing page). Descriptive statistics and a website DEI score were calculated. Equity and inclusion-related terms appeared on < 5% of websites. Diversity and culture-related terms appeared on about one-third of websites. On average, researchers perceived 28.45% of people in website images as non-White, and 20.11% as non-female. Most websites received low DEI scores. The DPD websites had a limited representation of DEI-related terms and image representation of individuals perceived to be non-female and non-White. Leaders of DPDs may consider displaying and describing the program's commitment to DEI on the website for potential students. [ABSTRACT FROM AUTHOR]

Objective: Tonsillectomy is a common surgical procedure in the UK. This study critically examined the current advice provided by UK hospitals to patients about post-operative care. Method: Post-tonsillectomy patient advice sheets were obtained from 110 UK National Health Service trusts and equivalent organisations. Their contents were analysed and compared with published literature to determine whether the advice being given to patients was evidence-based. Results: Post-tonsillectomy dietary and fluid intake advice varied between hospitals; although many recommended eating and drinking a normal diet (88 per cent), some recommended eating 'hard' (26 per cent) or 'soft' (8 per cent) foods. Non-evidence based advice given included avoiding fizzy drinks (21 per cent), fruit juices (9 per cent) and using chewing gum (51 per cent). Reported post-operative risks and safety-netting also varied. Conclusion: Much of the advice in the available printed information appeared to be anecdotal and not based on, or was contrary to, published evidence. After review of the literature, an evidence-based post-tonsillectomy patient advice sheet was generated for dissemination. [ABSTRACT FROM AUTHOR]

Aim: The application of behaviour change science is fundamental to the role of dietitians. This study aimed to describe how behaviour change science is embedded within the curricula of accredited/registered dietetics programs in Australia and New Zealand. Methods: A descriptive study triangulated quantitative document analysis of curricula content from university websites (Part 1) with qualitative, structured interviews with dietetics academics (Part 2). Part 2 verified and advanced upon information captured in Part 1 and was analysed using thematic content analysis. Results: Twenty‐five courses from 18 university programs (15 Australia and 3 New Zealand) were synthesised. Fifteen interviews (12 Australia, 3 New Zealand) were conducted. Behaviour change science was taught and assessed at varying levels across all programs. It was taught primarily within lectures or workshops where students apply skills learnt in practical case‐based activities, and assessed through small group education planning or demonstrating communication and counselling skills. Five themes were identified from the interviews: (1) behaviour change science should be foundational; (2) integrate and scaffold within curricula; (3) structural limitations within curricula; (4) challenging for students and (5) recommendations for competencies. Conclusion: Behaviour change science is clearly of value to the dietetics profession. Core content appears to be embedded across all university programs; however, the level and depth of the content varied. The knowledge gained from this study provides direction for curricular improvements. [ABSTRACT FROM AUTHOR]

Although the field of nutrition has shifted to holistic approaches to dietary health, introductory nutrition courses have primarily focused on a reductionist approach. From my perspective, there is a need for radical changes in nutrition curricula to emphasize the importance of whole foods, complex dietary behavior, and food systems that align with the progress made within the field of nutrition. This holistic perspective of food and dietary patterns can help future dietitians and those not pursuing dietetics to understand the complex realities of nutrition while also learning transferable skills, such as systems-thinking, communication, and evaluation and critique of current research. [ABSTRACT FROM AUTHOR]

Entrustable professional activities (EPAs) is a recent concept that helps operationalise competency‐based education. In this paper, we report on the development of EPAs and incorporation into an e‐portfolio for work‐based assessment of final year dietetics students in a community and public health professional placement. We aimed to determine the utility of the EPAs for work‐based assessment in this context. We used action research methodology to conduct broad consultation with students and supervisors using anonymous surveys and focus groups to understand their beliefs and attitudes towards work‐based assessment. Consequently, 40 EPAs with an accompanying four‐point entrustment scale were developed and mapped to the National Competency Standards for Dietitians in Australia. The EPAs and assessment tool were piloted and evaluated via an anonymous online user survey across three cohorts of students (n = 133) and supervisors (n = 67). Following mediocre pilot year evaluation results, EPAs were revised and reduced in number. While students positively evaluated the e‐portfolio, their appraisal of the EPAs and entrustment scale was less positive compared to supervisors. Supervisor evaluation of the EPA‐based e‐portfolio supported the validity, feasibility and acceptability of this novel assessment method in a community and public health setting. Assessment using EPAs, and the resulting educational data collected by the tool, offers potential for individual learners to identify areas needing development during placement, as well as potential to inform curriculum improvements and increase understanding of learning opportunities and outcomes for dietetic students in community and public health settings. [ABSTRACT FROM AUTHOR]

Communication skills are a cornerstone of practice for dietitians. The field of dietetics is evolving and there is a need to synthesize the available literature on communication skills to improve the effectiveness of patient consultations and inform practitioner development. This scoping review aimed to identify the research literature relating to communication skills used in dietetics practice and perceptions and experiences of dietetics students, dietitians, and patients regarding communication skills. This scoping review was conducted in accordance with the Joanna Briggs Institute methodology for scoping reviews and best practice guidance. Five databases (Medline, Embase, the Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, and PsycInfo), two theses databases, and conference proceedings for 8 dietetics and health professions education associations were systematically searched for research on dietitians' communication skills. This included skills used in dietitian-patient communication, in communication interactions in different employment contexts, and diverse forms of communication (verbal, written, technological) and the views of dietetics students, dietitians, and patients, regarding communication skills. The search had no geographical or time limits. Studies were independently screened by two authors. The 70 included studies spanned 45 years and were organized into four thematic categories: importance of communication skills in dietetics practice, development of communication skills, communication skills for dietitian-patient communication, and communication skills for wider dietetics practice. Sixty-five (92.9%) of the studies specifically explored the communication skills used for dietitian-patient consultations, including rapport building, questioning, listening, paraphrasing, and clarifying, whereas skills such as intercultural communication were less researched. There is consensus between patients and dietitians regarding the skills that contribute to effective dietitian-patient communication. Areas less explored in the literature include the skills needed for intercultural communication and those needed for science communication. Greater understanding of the communication skills needed for contemporary nutrition and dietetics practice will guide education strategies for the development of dietitians. [ABSTRACT FROM AUTHOR]

The global pandemic, COVID-19, affected all areas of education and healthcare for RDNs, including dietetic internship rotations and learning experiences to prepare entry-level practitioners. The objective of this study was to investigate how COVID-19 impacted dietetic internship experiences and rotations, and how learning experiences were adapted to support an ever-changing learning environment. Data was collected in spring 2021 through a Qualtrics survey to collect quantitative and qualitative data. This survey was sent to Internship Directors and the Academy of Nutrition and Dietetics Nutrition and Dietetics Educators and Preceptors DPG listserv. Faculty and preceptors were asked to send this survey to students who completed all or part of their internship during the 2020-2021 academic year; nationally 187 responses were collected. Phenomenological data was gathered regarding confidence levels relating to accomplishment of internship competencies, benefits and challenges to completing internships, and how COVID-19 impacted career preparedness. Thematic analysis identified emerging themes in qualitative data, while descriptive statistical analysis was used for quantitative data. Findings identified that 96% of respondents had to complete some internship rotations virtually or through alternative experiences, with case studies being the most common alternative experience. Quantitative data showed confidence levels of 87% using the Nutrition Care Process for assessment/intervention, 74% for planning and implementing nutrition education lessons, and 45% for incorporating procurement, production, and distribution in foodservice management. Students identified flexibility, less required supervised practice hours, and learning how to adapt as benefits to completing their internship during the pandemic, with lack of hands-on experience, decreased ability to make personal relationships with patients/preceptors, and uncertainty of the future as challenges. Understanding how alternative experiences influence student learning is important for educators to prepare successful entry-level practitioners. Interns want employers to know they are more adaptable, flexible, and resilient because of their internship experience; however, they may require a little more on-the-job training than interns whose experiences were not significantly impacted by COVID-19. None [ABSTRACT FROM AUTHOR]

Pass rates on the Commission on Dietetic Registration (CDR) exam have fallen in recent years to a record low. Previous research has not examined all the factors that influence pass rates on the CDR exam. Research in the United States has not focused on competence or motivation related to the CDR exam or reasons why graduates struggle to pass the exam. The objective of this study was to investigate the confidence and characteristics of dietitians who successfully passed the CDR exam to become registered dietitian nutritionists (RDNs). A Qualtrics survey link was distributed via email to directors of dietetic programs, posted on dietetics related Facebook groups, and posted on a professional listserv. Participants included 440 RDNs, who passed the CDR exam between 2017 and March of 2023. Data of this descriptive study were collected and analyzed using Qualtrics. Quantitative data included demographics, self-reported confidence prior to taking the exam, number of exam attempts, sources of anxiety, distractions, study materials, and influences on success. Associations between variables were compared using correlations. Participants were mostly non-Hispanic, white females, and over half were between 20 and 29 years old. About half of the participants first took the CDR exam within 2 months of becoming eligible, and 73.4% passed the exam on their first attempt. A significant relationship between education level and passing the CDR on the first attempt was shown from statistical analysis; however, confidence was significantly different between the participants who passed on the first attempt versus those made multiple attempts. Participants, who made multiple attempts, had significantly different confidence between attempts. The participants' demographics were similar to the CDR's 2020 Needs Satisfaction Survey demographics. Participants' self-reported confidence was different between those who passed the CDR exam on the first attempt versus those who made multiple attempts. None [ABSTRACT FROM AUTHOR]

Background: The development of affective learning during healthcare student education is essential for professional practice. Current studies are limited to short‐term studies with medicine and nursing students. Longitudinal studies are emerging; however, the research within allied health students remains scant. The present study investigates the value of simulation‐based learning activities in relation to affective learning among dietetic students. Methods: A double hermeneutic, interpretative phenomenological approach (IPA) approach was employed, followed by an analysis of the trajectory of participants' affective learning across three‐interview time points via the application of Krathwohl's affective learning levels. Results: The simulation developed affective learning in four of the six participants, specifically in relation to their view of themselves as practitioners and their understanding of their future responsibilities to patient care. Three key themes were identified in the participants: (1) feeling of workforce readiness, (2) valuing lifelong learning and (3) attitudes towards interprofessional teamwork. Conclusions: This IPA methodology described dietetic students' affective learning development as they transitioned to practice as graduate health professionals. Simulation‐based learning is one activity that enhances students' learning in the affective domain and educators should consider its value within their programs Key points: Simulation can enhance affective learning among dietetic students.The simulation developed affective learning in four of the six participants, specifically in relation to their view of themselves as practitioners and their understanding of their future responsibilities to patient care.Three key themes were identified in the participants: (1) feeling of workforce readiness, (2) valuing lifelong learning and (3) attitudes towards interprofessional teamwork. [ABSTRACT FROM AUTHOR]

Lesbian, gay, bisexual, trans, and other sexually and gender diverse (LGBTQ) people often experience health disparities and disparities in accessing safe health care. Yet dietetics curriculum and training opportunities for LGBTQ care are limited. The objective of this research was to explore the perspectives and professional training experiences within LGBTQ-focused topics of Canadian dietitians in order to inform future curriculum and pedagogy. This research is framed within poststructuralist philosophies. Semi-structured qualitative interviews were conducted. To be eligible, participants needed to be dietitians within Canada who had an interest in discussing gender and sexual diversity within the profession. Although the research call was open to all Canadian dietitians who wanted to discuss gender and sexual diversity within the profession, only dietitians who self-identified as allies to LGBTQ groups ended up participating in this project. Of the 16 dietitians who participated, 11 participants self-identified as members of LGBTQ groups and 5 self-identified as straight. All participants took part in online interviews done in private locations of their choosing from September 2020 to January 2021. A systematic thematic analysis was conducted. Three themes, including understanding the ethics of dietetics education, recognizing the cis- and hetero-normativity of dietetics education, and moving forward with queer pedagogy, were noted from the data. Participants explored the lack of LGBTQ focus and content during their professional training and believed such gaps were problematic to the caring philosophies of dietetics. Participants offered insights into how dietetics educators can disrupt ingrained cis- hetero-normativity and rigid binary gender norms within dietetics education and curriculum. [ABSTRACT FROM AUTHOR]

With increasing attention on diversity, equity, inclusion (DEI), it is necessary that nutrition professionals are educated and trained to provide inclusive care for all individuals. Yet, little is known about how nutrition students are educated and trained to serve persons with marginalized identities. Using the Diffusions of Innovations Theory, the purpose of this study is to identify early adopters of inclusive approaches to dietetics care and understand their preparedness to serve marginalized persons. This descriptive pilot study used a virtual intercept interview approach using poll style questions in a Facebook group (#InclusiveDietetics) dedicated to sharing content about DEI in dietetics, as members of the group were identified as "early adopters" of inclusive care. Five questions assessed the type of education, diversity of educators, and sources of information that nutrition professionals used to learn to serve marginalized clients. Descriptive statistics (counts and frequencies) were used to analyze the data. About 79.31% of participants reported receiving no education or training from their accredited dietetics programs interacting with patients with mental disabilities, physical disabilities, identifying within the LGBQ+ and Trans community, and of different cultural/racial/ethnic backgrounds. When they received it, nearly 75% of participants reported receiving training on working with patients of different racial/ethnic backgrounds but only 5.56% reportedly received training to serve persons within the LGBTQ+ community. Nutrition professionals feel prepared to interact with marginalized groups to some extent; however, more research, education, and training are needed to develop best practices and adequately prepare professional to serve marginalized patients. [ABSTRACT FROM AUTHOR]

Background: To embed the Sustainable Development Goals in health profession education, educators must contextualise them to their profession and geographical region. This study used the nominal group technique to contextualise the SDGs for Australian nutrition and dietetics tertiary education programs by determining the specific knowledge, skills, and values required for graduating dietitians to practise sustainably., Methods: In 2022, 23 experts in food and sustainability attended a group session that employed the nominal group technique to discuss the Sustainable Development Goals knowledge, skills, and values Australian dietetic students should develop. After the group session, participants ranked the Sustainable Development Goals according to their perceived level of importance for student dietitians. These data were analysed using multi-methods, including a summation of the rankings, directed qualitative content analysis and reflexive thematic analysis., Results: The three highest-priority Sustainable Development Goals identified were (1) Zero Hunger, (2) Good Health and Well-Being, and (3) Responsible Consumption and Production, which were then considered with the qualitative findings. The main categories that were generated from the content analysis reflected the broad knowledge, skills, and values student dietitians should develop. The preliminary codes provided specific details for each of the main categories. The thematic analysis generated two additional themes: the importance of Indigenous ways of knowing, being and doing, and authentic experiential learning activities., Conclusions: The method employed for this study provides a useful framework for health professions to contextualise the Sustainable Development Goals to their profession and geographical region. For this study, the ranking process and the qualitative data analysis enabled the Sustainable Development Goals to be reframed in a way that would be meaningful for dietetic educators and students and demonstrate the interrelatedness of the goals. The direct qualitative content analysis and reflexive thematic analysis identified the knowledge, skills, and values student dietitians should develop., (© 2024. The Author(s).)

Background: Undergraduate nutrition programmes prepare students and graduates for a wide range of employment opportunities. However, little is known about how employers perceive current nutrition education practices in Ireland and how well graduates are prepared for the realities of today's workforce. The present study aimed to explore employers' perspectives of nutrition placement students and graduates' competencies for the workforce., Methods: Interviews were conducted with 12 nutrition employers across Ireland and the UK who currently or have recently employed Irish nutrition graduates or supervised placement students. Interviews were transcribed verbatim and thematically analysed., Results: Three themes were identified including: "adapting to modern workforce needs", "professional competency expectations" and "valuing competency-based educational and professional systems". Employers reported an overall positive experience with Irish nutrition placement students and graduates. They are perceived as adaptable, willing to learn and professional. Many felt nutrition students and graduates had received quality education with knowledge, skills and attitudes meeting expectations of nutrition education being provided but felt that students and graduates often lacked confidence in their abilities. Employers remarked that graduates who had undergone placements were better prepared for the professional work environment. However, gaps were identified because employers felt nutrition curricula lack training on business skills and digital competencies., Conclusions: Employers had a positive experience with Irish nutrition graduates and students and felt they were competent for the workforce. Addressing the gaps identified by employers to adapt curricula to modern workforce needs would further enhance graduate employability., (© 2024 The Author(s). Journal of Human Nutrition and Dietetics published by John Wiley & Sons Ltd on behalf of British Dietetic Association.)

Aim: Scientific evidence underpins dietetics practice; however, evidence of how the therapeutic relationship influences outcomes is limited. This integrative review aims to provide a comprehensive overview of the topic of the therapeutic relationship between clients and dietitians in the individual counselling context by summarising empirical literature into qualitative themes. Methods: An electronic literature search of the Cumulative Index of Nursing and Allied Health Literature, PsychInfo, Scopus and Web of Science databases was conducted in October 2018 and repeated in February 2021. Studies were included if they explicitly referred to the therapeutic relationship (or associated terms), were based on study data and available in full text. Extracted data were checked by a second researcher and the methodological quality was evaluated independently by two researchers using the Mixed Methods Appraisal Tool. An iterative process of qualitatively coding, categorising and comparing data to examine recurring themes was applied. Results: Seventy‐six studies met the inclusion criteria. Five themes were identified which showed the extent and nature of research in this area. Studies revealed the therapeutic relationship: (i) is valued within clinical dietetic practice, (ii) involves complex and multifactorial interactions, (iii) is perceived as having a positive influence, (iv) requires skills training and (v) is embedded in practice models and tools. Conclusion: Studies show the therapeutic relationship is a valued and multifactorial component of clinical dietetic practice and is perceived to positively influence the client and dietitian. Observational data are needed to assess the extent to which the strength of the therapeutic relationship might contribute to clients' health outcomes. [ABSTRACT FROM AUTHOR]