Geriatric education — A survey of dietetic educators and practitioners

Abstract

To determine the extent to which entry-level dietitians are being trained to work with senior adults, the Coordinated programs for Dietetic Studies and their clinical training sites were surveyed. The first part of the survey gathered demographic data; the second part listed 62 objectives/ standards related to the practice of geriatric nutrition. These objectives/ standards were divided into five sections: cognitive, affective, clinical skills, professional practice and public policy. The respondents were asked to rate the importance of each objective/ standard to the curriculum using a Likert type numeric scale (5 = highest) and the actual presence of these in the curriculum. The responses indicate that geriatric nutrition is integrated into the existing curriculum usually as a part of the Life Cycle, Community and Clinical Nutrition courses. Only 3 programs (16%) reported using a textbook specifically oriented to geriatric nutrition. There was significant correlation (p<.001) between the responses of the CP directors and the clinical facility sites supervisors. Objectives/ standards for the cognitive and affective domains received a high score of 4 or greater. Those in the clinical skills, professional practice and public policy areas generally received a lower score (< 4). Of additional interest is the fact that over half of the faculty teaching geriatric nutrition have been R.D.s for more than 10 years, yet 61% reported less than two years actual direct contact experience with senior adults and 22% reported no direct contact experience of any kind. The majority (94.4%) indicated that their training in geriatrics consisted of individual readings and independent study. Most training is conducted at sites serving predominately Caucasian elderly and that the sites selected for training serve a largely infirmed or frail population despite the fact that 95 %, of elderly population lives in the community (5% in institutions) and that the minority elderly is projected to increase 2 – 5 times more than the Caucasian population. The findings underscore the need for the development of systematic, comprehensive, well-defined didactic and experiential opportunities in community settings, especially those serving minority elderly populations to prepare future practioners trained in the normative principles of aging