Determining the Associations Between Dietetic-Related Activities and Undergraduate Dietetic Students' General Cultural Knowledge, Attitudes, and Beliefs.

Jeanette Mary Andrade

doi:10.3390/nu11061202

Abstract

Background: As required by the Accreditation Council for Education in Nutrition and Dietetics, undergraduate dietetic programs need to include classroom learning activities to support cultural competence among dietetic students. Though these activities vary in terms of type, length, and engagement, it is not known the impact these activities have on students’ general knowledge, attitudes, and beliefs (KAB) towards cultural aspects. Therefore, the study’s purpose was two-fold: (1) validate a general cultural KAB instrument for dietetic students, and (2) determine associations among dietetic-related cultural activities and students’ KAB. Methods: A general KAB instrument was developed based on a literature review and dietetic curriculum. The original instrument (34 items) consisted of two dimensions (i.e., knowledge and attitudes/beliefs) that was reviewed by content matter experts (n = 4) and a focus group with dietetic graduate students (n = 6), resulting in a 41-item tool. This instrument was further piloted in a diverse population of undergraduate dietetic students across the United States. Exploratory Factor Analysis (EFA) and Cronbach alpha (α) for internal consistency were conducted. Multiple linear regressions and Spearman correlation analyses determined associations between demographics, activities, and KAB scores. Statistical significance was determined at p < 0.05. Results: Students (n = 187) completed the questionnaire. From the EFA, the Knowledge dimension included 12 items and the Attitudes/Beliefs dimension included 10 items. Internal consistency for the overall instrument (α = 0.86), Knowledge (α = 0.93), and Attitudes/Beliefs (α = 0.74) was high. Students’ cultural knowledge was associated (r = 0.30; p < 0.05) with cultural-related activities. Similarly, students who had lived or studied abroad had better attitudes and beliefs towards cultural aspects. Conclusions: The KAB had good validity. Cultural learning activities enhanced cultural knowledge, however to a lesser extent influenced the attitudes and beliefs of dietetic students.

Highlights

The United States (US) continues to expand in its number of ethnic and racial groups
For the first version of this instrument, the items were developed based on a literature review of pre-existing general KAB instruments for the curriculum [16,18], the definition of culture [4], descriptors of culture [19,20], dietetic clinical practices, and activities commonly found within undergraduate dietetic courses
The original instrument consisted of four dimensions with a total of 34 items—knowledge (n = 6), attitudes and beliefs (n = 12), dietetic program addressing culture (n = 3), perceptions of dietetic professors’ cultural knowledge (n = 7), culture integrated into specific courses and types of activities completed (n = 2), and demographics (n = 4)

Summary

Introduction

The United States (US) continues to expand in its number of ethnic and racial groups. As required by the Accreditation Council for Education in Nutrition and Dietetics, undergraduate dietetic programs need to include classroom learning activities to support cultural competence among dietetic students. Though these activities vary in terms of type, length, and engagement, it is not known the impact these activities have on students’ general knowledge, attitudes, and beliefs (KAB) towards cultural aspects. The original instrument (34 items) consisted of two dimensions (i.e., knowledge and attitudes/beliefs) that was reviewed by content matter experts (n = 4) and a focus group with dietetic graduate students (n = 6), resulting in a. From the EFA, the Knowledge dimension included 12 items and the Attitudes/Beliefs dimension included

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Methods

Results

Conclusion