Crafting meaning: arts-informed dietetics education.

Abstract

University nutrition students' experiences of participation in an arts module as part of a senior nutrition course were explored to gain an understanding of the relationship of art to dietetics practice. The module comprised discussions, readings, and presentations from dietitian artists, along with three assignments: the production of art, an artist statement, and a reflection paper. The art production depicting an aspect of body image was presented to the class and optionally at a body image conference. An exploratory, qualitative methodology informed by Schön's reflective practice framework was employed. Three surveys administered at various times during the arts module were used to collect students' reflections and were thematically analyzed. Three themes emerged: hesitance to acceptance, emotion and connection, and relationship with dietetics. The education process facilitated a transformation among students, noted as changes in knowledge, perceptions, and attitudes over the course of the module. The arts provide an alternative platform for an exploration of self and others, for improving practice, and for an examination of novel ways for doing so. Reflection as an education component enables students to contemplate relationships, knowledge, emotions, and practice as interrelated and evolving entities.