Bridging Leadership Perspectives: Practitioner vs. Educator in the Healthcare Field of Dietetics

Abstract

Aims: Identify leadership competencies and skills needed by entry-level registered dietitians. An overarching goal was to provide curriculum developers in healthcare professions directions about leadership competencies required for entry into the professional workforce.
 Study Design: Modified Delphi Study.
 Methodology: We invited 105 participants to populate two expert panel groups (1) practitioners serving in professional leadership positions as presidents for state affiliate associations of the Academy of Nutrition and Dietetics (N=52) and (2) educators of dietetic professionals holding position of director of a Coordinated Dietetic programs (N=53). Perspectives about leadership competencies and skills from registered dietitians were examined through a three round Delphi study analyzing views of two expert panel groups: practitioners and educators.
 Results: Initially, panelists identified leadership priorities for dietetics educational programs. In subsequent rounds, panelists rated importance of leadership priority statements. Through qualitative analysis, responses between panel groups were compared. Additionally, chi-square analysis was conducted to determine the relationship between ratings of each panel. Practitioners and educators rated 32 out of 202 leadership statements differently (p<0.5), indicating some contrasting leadership perspectives based on professional role.
 Discussion: Findings from qualitative analysis suggest different leadership perspectives may exist between educators and practitioners. Educators are urged to consider differences in leadership perspectives when preparing students for leadership positions.