Dietetic Students Research Articles

Impact of an Educational Workshop on Dietitians’ and Dietetics Students’ Self-Efficacy, Knowledge, and Assessment Skills in Fluid and Electrolyte Management

Hydration plays a crucial role in maintaining health and physiological functions, yet dehydration contributes to morbidity in chronic diseases. Despite the importance of hydration management, research indicates that healthcare professionals, including dietitians, lack sufficient training and confidence in this area. This study aimed to assess the impact of an educational workshop on dietitians' and dietetic students' self-efficacy, knowledge, and assessment skills related to hydration and electrolyte management. A non-randomized, pre-post observational study was conducted among 191 dietitians and dietetic students attending a half-day continuing education program in Ghana. Participants completed pre- and post-surveys assessing self-efficacy, knowledge, and assessment skills. The Wilcoxon signed-rank test was used to evaluate changes in scores. Data were analyzed using IBM SPSS Statistics Version 29, with significance set at p < 0.05. Out of 191 participants, 141 completed both pre- and post-surveys. Significant improvements were observed in self-efficacy (hydration: Z = 8.64, p < 0.001; electrolytes: Z = 8.66, p < 0.001), assessment skills (Z = 7.57, p < 0.001), and knowledge (Z = 7.45, p < 0.001). Both dietitians and students showed similar improvements across all variables. The workshop significantly enhanced participants' confidence, knowledge, and assessment skills in hydration and electrolyte management, addressing critical gaps in their professional training. The findings underscore the need for ongoing, interprofessional education in hydration care. Targeted educational interventions can effectively improve healthcare professionals’ abilities to manage hydration, with implications for better patient care outcomes. Further research is needed to expand these findings across diverse settings.

Predictors of dietary orientation among registered dietitians and dietetics students

ABSTRACT Interest has arisen regarding different dietary approaches, namely prescriptive vs non-dieting approaches. Nonetheless, evidence on which individual factors orient professionals toward either approach is currently lacking for dietetics students and registered dietitians (RDN). For this reason, the present study aimed at investigating personal and interpersonal factors associated with the adoption of such approaches in dietary practice. This cross-sectional observational study involved 174 participants through an online survey (response rate 74.41%, n = 128). Participants were recruited from two universities in Italy, encompassing both RDNs and dietetics students. The sample was then divided by self-reported dietary approach orientation and group differences were explored. Personal (such as previous history of dieting, personality factors, intuitive eating, eating experiences) and interpersonal factors (like areas of work interest, years of clinical expertise) potentially influencing dietary orientation were investigated. Group differences were estimated by Analysis of Covariance (ANCOVA) for continuous variables, after adjustment for age and gender, and by Chi-squared tests for categorical variables. Moreover, network structures for psychometric variables were estimated for both groups, employing a mixed graphical model, and computing a comparison between groups after bootstrapping (edge invariance test, n = 5,000). Results showed that openness to experience (F-value: 3.989 p-value: <0.05) and intuitive eating (F-value: 9.836, p-value: <0.01) were higher among participants which oriented toward non-dieting approaches. RDNs with more years of clinical experience (p-value: 0.004) and working within the field of eating disorders (p-value: <0.001) were more likely to be oriented toward non-dieting approaches. Current findings suggest that personal and interpersonal factors shape dietary orientations.

Orthorexia nervosa tendencies and risk of eating disorders among culinary arts students: A comparative study with dietetics students.

Students pursuing food-related academic fields such as dietetics have higher orthorexia nervosa (ON) tendencies and are at a greater risk of developing eating disorders (EDs). However, there is limited research available on ON tendencies and on the risk of EDs in the culinary arts field, which also revolves around food. The present study explored ON tendencies and the risk of EDs among culinary arts students and compared them with those of dietetics students. A cross-sectional study was conducted in France, using the eating habits questionnaire (EHQ) to measure ON tendencies, and the SCOFF as well as the eating disorders examination questionnaire (EDEQ) to evaluate the risk of EDs and ED symptoms. The study also included questions about sports practice. In total, 267 students participated in the study, including 144 culinary arts students (51 women, 92 men and one other) and 123 dietetics ones (106 women, 15 men and two others). Culinary arts students exhibited similar means of EHQ scores as dietetics ones (32.99 vs. 33.34) but higher SCOFF scores (52.8% vs.39.8%). In addition, a gender difference was evidenced: women in culinary arts showed higher EHQ, SCOFF and EDEQ scores than men in culinary arts. Linear regression models showed no effect of the type of academic field (culinary arts vs. dietetics) on the EDEQ score but revealed effects of gender, body mass index and hours of sports practice. The study emphasises the need to monitor culinary students and implement interventions to prevent EDs. It also suggests a correlation between food-related education and the risk of EDs, which requires further research.

Dietetic Students' Knowledge and Perceptions of Their Use of Generative Artificial Intelligence Now and in the Future

Dietetic Students' Knowledge and Perceptions of Their Use of Generative Artificial Intelligence Now and in the Future

Advancing Nutrition and Dietetics Students' Preparation for Clinical Practice Through Simulation-based Learning Experiences

Advancing Nutrition and Dietetics Students' Preparation for Clinical Practice Through Simulation-based Learning Experiences

Dietetics Students’ Knowledge, Attitudes, and Beliefs on Cultural Competency Following a Cultural Food Demonstration

Dietetics Students’ Knowledge, Attitudes, and Beliefs on Cultural Competency Following a Cultural Food Demonstration

Evaluation of orthorexia and eating disorder in dietetic students and dietitians in relation to body mass index and sociodemographic characteristics

Evaluation of orthorexia and eating disorder in dietetic students and dietitians in relation to body mass index and sociodemographic characteristics

Golden Bytes: A Non-diet Weight Neutral Nutrition Education Program Enhanced by Technology for Older Adults Delivered by Nutrition and Dietetics Students

Golden Bytes: A Non-diet Weight Neutral Nutrition Education Program Enhanced by Technology for Older Adults Delivered by Nutrition and Dietetics Students

Outlooks and Expectations Among Dietetic Students, Interns, and New Graduates Entering the Workforce, and Implications for Recruitment and Retention of Dietitians in the Workplace

Outlooks and Expectations Among Dietetic Students, Interns, and New Graduates Entering the Workforce, and Implications for Recruitment and Retention of Dietitians in the Workplace

An Interprofessional Education Activity for Dietetic, Pharmacy, and Speech-language Pathology Students

An Interprofessional Education Activity for Dietetic, Pharmacy, and Speech-language Pathology Students

Dietetic Student Satisfaction in 2024

Dietetic Student Satisfaction in 2024

Image-based dietary assessment skills of undergraduate nutrition and dietetics students in a multicultural developing country

Background: Image-based dietary assessment is a digital method relatively new in nutrition education. We aimed to evaluate the nutrient estimation skills of nutrition and dietetics students in Malaysia using image-based dietary assessment, and develop a tool to assess their image-based dietary assessment skills. Methods: The study was performed among undergraduate nutrition and dietetics students in two phases. Phase One (n=75) was conducted in four steps: 1) photography of food/beverage at two angles (45° and 90°) with and without a fiducial marker (ruler/dessert spoon); 2) study tool establishment; 3) pre-testing; and 4) conduct of the study. Incorporating changes from Phase One, 55 students participated in Phase Two. Participants were evaluated on their accuracy in recognizing and estimating portions and nutrients of a food/beverage. Data analysis included response frequency and percentages, and statistical differences (Wilcoxon Signed Rank test) in estimating nutrient content. Results: In both phases, the participants scored above 80% for the correct identification of most food items. Participants scored the lowest when estimating nutrient content in local snacks [median (IQR): Phase One, 12.5% (25.0); Phase Two, 16.7% (16.7)]. Participants in Phase One showed better nutrient estimation skills with both fiducial markers, however, no significant difference was observed in Phase Two [without: 21.1% (7.9%); with the dessert spoon: 19.0% (13.8%), p=0.197]. Participants’ knowledge, skills, and food images were the main barriers to accurate nutrient estimation. Conclusion: Our study found poor nutrient estimation skills among Malaysian undergraduate nutrition and dietetics students. These key findings warrant urgent attention to address this through innovative dietary assessment training on food and portion size from images.

Integrating the sustainable development goals into health professions’ curricula: using the nominal group technique to guide their contextualisation

BackgroundTo 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.MethodsIn 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.ResultsThe 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.ConclusionsThe 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.

Dietetics students' opinion on food and their future profession

Introduction: Although it is believed that dietitians will use their opinions about food in their professional practice, few studies evaluated conceptions about food and health among dietitians, and this evaluation could be useful for understanding university education and thinking about possible professional implications. Methods: The study aimed to understand the role of food and what it means to be a dietitian from the perspective of Brazilian dietetics students (495 from 34 institutions in the state of São Paulo) through the questions, "What do you consider the main role of food?" and "For me, being a dietitian means...” The responses were analyzed with the support of AtlasTi software and codified into analytical categories based on content analysis. Results: Of the total, 93% were female and 20% were enrolled in public institutions. Two main categories were defined for food: biological and psycho-sociocultural aspects, and two for nutritionists: health promoter and integral health promoter; 69% indicated the function of food as only biological and 61,3% see the dietitian to be only a health promoter, considering only physiological aspects. Students from public institutions responded more for psycho-sociocultural aspects and integral health promotion (p&lt;0.0001). Conclusion: Most participants present opinions about food in their professional practice focusing mainly on biological and physical health aspects. The possible impact of these opinions on professional practice should be discussed and addressed so that undergraduation can expand critical training and better professional practice.

"Aware or not": Determining the Professional Awareness Rates of Nutrition and Dietetics Students and Identifying the Affecting Factors

The aim of the study is to determine the rates of professional awareness among nutrition and dietetics students and identify the factors that affect it. This cross-sectional study was conducted with A total of 226 dietetics students at the Department of Nutrition and Dietetics, xxxxxxxx xxxxxx xxxxx University. The main outcome measure of the study is to determine the professional awareness and affecting the factors. Study data were evaluated with descriptive statistics and qualitative thematic analysis. Most students choose careers because of family support and the desire for health promotion. Awareness rates about professional regulations were evident (min 71.7%). Significant factors of awareness were individual (including professional love, interests, desires), practices, and trends or social effects. The identification of factors of awareness students experiencing professional challenges and recognize that there are common factors among dietetics students may increase awareness among educators, guide the development of course policies, and highlight the importance of mitigating major sources of awareness for students.

Cultural immersion in dietetics curricula: A method for ensuring Aboriginal pedagogies are used for Aboriginal educational content.

To describe an Aboriginal cultural immersion delivered to dietetics students at a large university in Australia and assess its effectiveness as a method to teach Aboriginal history, culture, diet, and health in dietetics. Taking a strength-based approach, Aboriginal processes of learning were privileged, with the cultural immersion being co-designed with immersion educators, a First Nations researcher, and dietetics academic. The cultural immersion consisted of an opening ceremony and four stations of yarning, weaving, bush tucker, and artefacts/medicines. A mixed-methods approach was used, with triangulation of data from pre- and postsurveys, station mapping, and focus group interviews. Quantitative and qualitative data were simultaneously analysed from participating first-year Master of Nutrition and Dietetics students and then drawn together for an integrated understanding of the impact of the cultural immersion on student learnings. Fifty-three students completed pre- and postsurveys and 36 participated in focus groups. Through sharing lived experiences, learning through culture, and keeping sessions practical and Aboriginal leadership, each cultural immersion station utilised Aboriginal processes of learning that meaningfully engaged students with Aboriginal education content, appreciate holistic health and increased their general knowledge on Aboriginal history, culture, diet, and health (all p < 0.001). Cultural immersion is one teaching method to enhance student knowledges and can be a part of a programmatic and integrated approach that embeds Aboriginal content throughout the whole curriculum. It is necessary that institutions recognise the value of cultural immersions to student learnings and commit to providing ongoing support.

Assessment in community settings: Is there any role for individual competency-based assessment?

Oral forms of assessment remain a common part of competency-based assessment systems, yet their feasibility is being challenged. The focus on individual competence is problematic given the need to prepare health professionals for teamwork. The present study aimed to investigate how the assessment of collective competence compares to individual assessment, and to explore whether there is a need for individual assessment at all in community or population-based practice. A behavioural-based interview assessment was developed and trialled and correlated to performance as a team on placement. Correlation between student performance on individual behavioural-based interview and teamwork artefacts was assessed using Spearman rho. Differences between performance on individual oral assessment and team performance on artefacts at the cohort level was determined using the Mann-Whitney U-test. Bland-Altman analysis was completed to analyse agreement between performance on the individual oral assessment and team performance at the student level. Students were final year nutrition and dietetics students from 2020, 2021 and 2022 years (total sample = 216) from one Australian university. There was a difference in performance between assessment types in each year and as a total cohort (p < 0.001) with students performing better in teamwork. There was no correlation between individual oral interview and team performance across all years. The results of the Bland-Altman analysis showed little agreement between the two assessment tasks. Assessment of teamwork performance as part of a program of assessment is essential. More valid and reliable tools are needed to assess collective competence.

Attitudes and Practices of Dietitians Regarding Gut Microbiota in Health-An Online Survey of the European Federation of the Associations of Dietitians (EFAD).

Explorations of the current attitudes and practices of dietitians regarding the gut microbiota in health are scarce. In this online survey, we assessed the attitudes and practices of dietitians across Europe concerning gut microbiome parameters and the manipulation of the gut microbiota. Pre-graduate dietetic students and other professionals were also invited to participate. The potential interest and preferences of the participants for future educational initiatives about the gut microbiota and the educational resources used were further explored. A total of 179 full responses were recorded (dietitians, n = 155), mainly from the southern and western regions. Most of the participants (>90.0%) believed that probiotics and prebiotics have a place in nutritional practice and that fermented foods with live microbial cultures should be a part of food-based dietary guidelines. A strong belief in the beneficial roles of probiotics and prebiotics in some health situations was also reported among the participants. Most of the dietitians recognised the importance of gut microbiota manipulation and advised the use of probiotics and prebiotics in dietary practice, and they felt quite confident applying the relevant information in their daily practice. Nevertheless, misconceptions were identified, and further guideline-oriented education is necessary. The interest in future e-learning initiatives was high among the participants, and the sources of knowledge, educative formats, and potential areas for further educational efforts were indicated.

Knowledge of Food-Drug Interactions among Medical University Students.

Food-drug interactions (FDIs) may alter drug pharmacokinetics and pharmacodynamics, modifying the whole therapy's effectiveness. Some of them cause the attenuation of drug effects, while others inhibit the medicines' metabolism resulting, in too high concentrations of the medicine in the body. Thus, some healthcare professionals-doctors, pharmacists or dieticians-should be aware of the possibility of food-drug interactions. This study aimed to assess knowledge of food-drug interactions among students of pharmacy, medicine, stomatology, medical analysis and dietetics and students of the college of further medical education for pharmacy technicians. Students (n = 820) completed a custom-made questionnaire. The relationships between the continuous variables were analysed on the basis of Pearson's correlation coefficient. To verify the predictors of objective students' knowledge about food-drug interactions, a multiple linear regression model with analysis of covariance (ANCOVA) was used. The Kruskal-Wallis test was performed to compare the total scores the respondents received for questions assessing their objective knowledge of FDI. Students' objective knowledge of FDIs correlated positively with their year of study and their self-evaluation of it. It was also significantly influenced by the field and mode of studies and by the fact that the issue had been discussed during the courses. Most students of the medical university had serious deficiencies in their knowledge of food-drug interactions. This is of particular concern for future doctors and dentists. Among the respondents, pharmacy students stood out, as their FDI knowledge was greater. The issue of food-drug interactions should be more widely taught at medical universities, which was emphasised by the respondents themselves.

“It would have been more constructive if she had given me points to improve on”: Student perceptions of patient feedback in dietetics

Introduction: The voice of the patient has historically been peripheral in many health professional programs. Methods: We investigated the merit of health professional students seeking patient feedback on the effectiveness of their clinical consultations as part of usual clinical placements. Dietetic students (n = 34) formally sought patient feedback after usual consultations (n = 48) then completed a reflective feedback tool. The experience of seeking and receiving patient feedback was then explored through student written narratives, facilitated with a focus group (n = 4). The student reflective forms, and recorded and transcribed focus group, were inductively analysed for themes. Results: Despite the positive perception of the educational task, students did not value the overwhelmingly positive feedback they received from patients, preferring more critical clinical educator feedback. Conclusion: The lack of value attributed to patient perspectives in the learning process raises questions about the success of the current teaching of patient-centred care despite the aspiration to legitimise the patient voice as central to health professional education.