Dietetics Curriculum Research Articles

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.

Sustainability-informed dietetics education: key messages for educators and national dietetics associations.

Dietetics curricula currently fail to meet the educational needs of the future dietetic workforce to contribute expertise in sustainable, healthy food systems in the settings in which dietitians work. A 'Global Networking Event on Sustainable Food Systems in Nutrition and Dietetics Education' was held in June 2023 with the goals of building relationships among international stakeholders and informing the development of shared curricula. Plenary lectures, panels and roundtable discussions were held over 2 days, designed to provide the background required to generate informed actions. Topics included recent research from practice and education, competency standards and relevant policy documents, examples from the field, 'big questions' about scope and student perspectives. Key messages were summarised thematically to inform educators and national dietetics associations. Fifty-five delegates attended from 11 nations representing education, research, dietetic associations, industry and diverse practice backgrounds. Key priorities identified for educators included co-development of curricular frameworks and pedagogical theory, practical training supports and solutions to limited time and expertise. Key recommendations for national dietetics associations included strategic promotion of sustainable food systems in dietetic roles and practical supports. Outcomes are anticipated to stimulate ongoing discussion, collaboration and actions on sustainable food systems education within the dietetics profession leading to shared curricular models and supports.

Confidence of implementation of new BSND curriculum among program administrators and faculty

The curriculum has been developed and implemented in accordance with the regulatory guidelines set by the Commission on Higher Education. This ensures that the education provided to students in the field of nutrition and dietetics meets the expected standards and quality benchmarks, ultimately benefiting the students and the field. The purpose of this study was to assess the confidence of implementation of the new nutrition and dietetics curriculum as evaluated by the program administrators and the faculty. The program administrators (n = 5) and faculty (n = 37) were taken from 4 randomly sampled higher education institution in Mindanao, Philippines. There were 7 metrics developed in this study used to evaluate the confidence of the participants based on the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. The participants were highly confident that the new curriculum adhered to the mandates stipulated in the order. Among the 7 metrics, the participants were highly confident on the curriculum instruction and admission of students while improvements shall be done on facilities and library resources. The findings have important impacts on higher education as it highlighted the necessary areas to be improved and focused. Professional development also mediated the confidence of the participants showing those with higher education, i.e., master’s and doctorate level, were more confident on instruction, faculty, internship, admission, and facilities available in the new curriculum. The confidence of the participants evaluated the status of the implementation indicating positive direction and further development of facilities and academic resources.

An Exploratory Mixed Method Cross-Sectional Study to Identify Opportunities to Increase Enrollment and Retention of Native Hawaiian Students in an Undergraduate Dietetic Program.

Native Hawaiians (NH) are underrepresented in dietetics, contributing to less than 1% of the profession nationally. Increasing the number of NH Registered Dietitian Nutritionists (RDN) is one mechanism to facilitate improved health outcomes in disparate populations. 1) Identify and summarize NH student interests in the field of nutrition and dietetics; 2) Identify and contextualize factors that support and prohibit achievement of academic goals and aspirations; 3) Identify NH students' responsibility to the community; 4) Explore the context around NH alumni enrollment in nutrition and dietetics and their perceived impact of RDNs in the community; 5) Identify and describe supporting agencies that foster academic and professional success. This exploratory mixed-methods cross-sectional study surveyed all levels of NH nutrition and dietetics students in the University of Hawai'i (UH) System. In addition, in-depth interviews were conducted with NH students, NH alumni, and supporting agencies to identify supports and barriers, explore the context of NH enrollment in nutrition and dietetics, and the contribution of dietetics to the NH community. Eighty-one NH students enrolled in a nutrition course across the UH system were surveyed. Nine of the 81 NH students surveyed, eight NH alumni, and persons from 15 identified supporting agencies were interviewed. Survey responses were descriptively analyzed. Open-ended survey questions and interviews were analyzed through content analysis. To ensure findings were guided by NH perspective, data were triangulated by researchers and a NH dietetics advisory council. Food and chronic disease prevention and management were topics that drew NH students to the field. Bridge/scholarship programs supported NH academic achievement. Education-related cost was a perceived barrier. Alumni and students shared varying degrees of responsibility to serve the NH community. Increasing the connection between NH values and the nutrition and dietetics curriculum are an identified need. Findings illuminate opportunities to drive future programmatic efforts. The framework used in this study should be adaptable to other programs to support overall dietetics diversity initiatives.

Implementation of Interprofessional Education in Dietetics Curricula

To assess fulfillment of interprofessional education (IPE)-related ACEND requirements and examine associations between IPE approaches and directors’ confidence in students’ capacity to engage in interprofessional collaborative practice (IPCP).

Moving Dietetics Forward with Queer Pedagogy: A Post-Structural Qualitative Study Exploring the Education and Training Experiences of Canadian Dietitians for LGBTQ Care

BackgroundLesbian, gay, bisexual, trans, and other sexually and gender diverse (LGBTQ) people often experience health disparities and disparities in accessing safe health care. Yet dietetics curriculum and training opportunities for LGBTQ care are limited. ObjectiveThe objective of this research was to explore the perspectives and professional training experiences within LGBTQ-focused topics of Canadian dietitians in order to inform future curriculum and pedagogy. DesignThis research is framed within poststructuralist philosophies. Semi-structured qualitative interviews were conducted. Participants/settingTo be eligible, participants needed to be dietitians within Canada who had an interest in discussing gender and sexual diversity within the profession. Although the research call was open to all Canadian dietitians who wanted to discuss gender and sexual diversity within the profession, only dietitians who self-identified as allies to LGBTQ groups ended up participating in this project. Of the 16 dietitians who participated, 11 participants self-identified as members of LGBTQ groups and 5 self-identified as straight. All participants took part in online interviews done in private locations of their choosing from September 2020 to January 2021. AnalysisA systematic thematic analysis was conducted. ResultsThree themes, including understanding the ethics of dietetics education, recognizing the cis- and hetero-normativity of dietetics education, and moving forward with queer pedagogy, were noted from the data. ConclusionsParticipants explored the lack of LGBTQ focus and content during their professional training and believed such gaps were problematic to the caring philosophies of dietetics. Participants offered insights into how dietetics educators can disrupt ingrained cis- hetero-normativity and rigid binary gender norms within dietetics education and curriculum.

Nutrition-Focused Physical Examination Knowledge and Practice Changes in Clinical Dietitians and Dietetic Educators Who Completed a 12-Month Hybrid Training Program in Malaysia

This pilot study explored nutrition-focused physical examination (NFPE) knowledge and practice changes in clinical dietitians and dietetics educators who completed a hybrid training program in Malaysia. Integration of NFPE into dietetics curricula was also assessed. Mean knowledge scores increased significantly from baseline to posttests immediately posttraining and at 6 and 12 months (P ≤ .001) posttraining. Dietitians were significantly more likely to report they perform versus not perform all NFPE tasks (P &lt; .001). Educators included all NFPE tasks in their curricula 12 months posttraining. Participants demonstrated increased NFPE knowledge and curricular and clinical practices. The hybrid approach to teaching NFPE was feasible.

Nutrition Capacity Building to Meet National Priorities: Lessons Learned in Developing and Implementing Malawi's First Dietetics Program.

The current nutrition situation in Malawi, characterized by high rates of malnutrition in communities and hospitals and a rapidly increasing burden of overweight/obesity and diet-related noncommunicable diseases, highlights the urgent need for registered dietitians, who have a proven track record in the prevention and management of all forms of malnutrition and improving patient outcomes. However, dietetics practice has been described as underdeveloped and fragmented in many parts of Africa, exacerbated by a severe and chronic shortage of dietetics professionals and a lack of nutrition and dietetic education programs in most African countries.We share early lessons learned in the development and implementation of the first dietetics program in Malawi. Within 6 years, the program produced 10 graduate dietitians who have filled the first clinical dietitian posts in Malawian public hospitals. This early success can be attributed to the model used to develop and implement the program, which included early stakeholder engagement to define the priority skills and competencies of a Malawian dietitian, the use of internationally recognized training standards, and the development of strategic institutional partnerships that brought together complementary skills and expertise. Furthermore, using existing resources and recruiting students with a nutrition and health background accelerated implementation. The current dietetics curriculum responds to the national nutrition and health policy direction and strategic objectives. Early and sustained government engagement was crucial in creating demand and securing career prospects for graduates. Although still in its infancy, dietitians in Malawi are poised to contribute significantly to alleviating the country's complex nutrition challenges.

From tensions to transformation: Teaching food systems in a graduate dietetics course

Dietitians are deeply embedded within food systems, so food systems concepts are becoming an essential component of dietetic education in Canada. Yet how can we, as educators, better prepare future dietitians to embrace the complexity of food systems and be forces of change towards equity? In an effort to explore this question in a practical way, we integrated food systems concepts into a mandatory course of a public health graduate dietetics program. This field report shares our experiences teaching food systems over five years based on our notes kept, student feedback, and course evaluations. Our learnings have been in three key areas: intentions, facilitation, and tensions.&#x0D; We recognized that teaching about food systems is value-laden. Hence we have been explicit with the students about our positionality and our intentions in designing the course, partly to meet the management of food systems competency requirements, but also to stimulate thinking about alternative options for purpose, structures, and processes in food systems. Our facilitation approaches aimed to foster a critical consciousness towards social justice and systems change. Using teaching and evaluation methods such as experiential learning, community projects, and reflection assignments, students have encountered the complexity of food systems and the challenges-opportunities they pose. &#x0D; As educators, we have grappled with the tensions of challenging dominant positivist discourses in public health nutrition. Politicized topics such as migrant farm-worker regimes, industrial food production, regulation of food marketing, and mitigation of the impact of colonization have generated debates in the classroom about the role and scope of dietetic practice. Most students have situated themselves more explicitly within a food system, and some began to question hidden structures of power. While it remains challenging to address this breadth within the constraints of one course, we believe it worthwhile to model and stimulate critical reflexivity with the next generation of dietitians as critical food learners-teachers themselves. Even though the course is no longer offered using this food systems approach, course components can be integrated throughout the dietetic curriculum.

Is there enough behaviour change science in nutrition and dietetics curricula in Australia and New Zealand? A descriptive study.

The application of behaviour change science is fundamental to the role of dietitians. This study aimed to describe how behaviour change science is embedded within the curricula of accredited/registered dietetics programs in Australia and New Zealand. A descriptive study triangulated quantitative document analysis of curricula content from university websites (Part 1) with qualitative, structured interviews with dietetics academics (Part 2). Part 2 verified and advanced upon information captured in Part 1 and was analysed using thematic content analysis. Twenty-five courses from 18 university programs (15 Australia and 3 New Zealand) were synthesised. Fifteen interviews (12 Australia, 3 New Zealand) were conducted. Behaviour change science was taught and assessed at varying levels across all programs. It was taught primarily within lectures or workshops where students apply skills learnt in practical case-based activities, and assessed through small group education planning or demonstrating communication and counselling skills. Five themes were identified from the interviews: (1) behaviour change science should be foundational; (2) integrate and scaffold within curricula; (3) structural limitations within curricula; (4) challenging for students and (5) recommendations for competencies. Behaviour change science is clearly of value to the dietetics profession. Core content appears to be embedded across all university programs; however, the level and depth of the content varied. The knowledge gained from this study provides direction for curricular improvements.

Public Policy and Advocacy in the Dietetics Curriculum: Challenges and Opportunities

Public Policy and Advocacy in the Dietetics Curriculum: Challenges and Opportunities

Assessment of Disability Related Training in Dietetic Curricula and Training

Discuss challenges and strategies to integrate training on disability within the dietetic curricula and/or supervised practice experiences. In 2019, The Accreditation Council for Education in Nutrition and Dietetics (ACEND) endorsed the Core Competencies on Disability for Health Care Education. The purpose of this project was to evaluate the awareness of these competencies and learn how accredited dietetic programs in the United States (US) are integrating the topic of disability. A cross-sectional, online survey was administered to ACEND accredited program directors in the US. The survey included open and close-ended questions to evaluate practices, perceptions, barriers, and solutions. Descriptive statistics and qualitative themes were summarized. A minority (27%) of program directors who responded (n=49) were familiar with the ACEND endorsed Core Competencies for Healthcare Education. Broader disability related concepts such as social determinants of health, person/family centered care, interpersonal approaches, and referral to community-based services were more frequently addressed, while legal issues, ethics, and strategies to accommodate services or care were less frequently addressed. Qualitative responses highlighted interest in this topic; however, challenges such as time, lack of faculty expertise in this topic, and limited access to experiential learning opportunities were described. We identified a lack of awareness of the ACEND endorsed core competencies. There is currently little guidance on how programs should address disability and the barriers identified by this study are important concerns. Career outreach focused on those living with disability is also needed to increase diversity in the profession. Future work should explore best practices to integrate the topic of disability across the dietetic curriculum, including supervised practice.

Clinical Leadership in Dietetics

Clinical leadership has been addressed in many health care professions; yet, there is little research in dietetics. This qualitative study explored registered dietitian nutritionists' (RDNs'; n = 561) perspectives on what clinical leadership is in dietetics practice and what barriers exist to practicing it. Two thematic analyses were explored. RDNs described dietetics clinical leadership as including strong technical skills, interpersonal interactions, and specific personal attributes. RDNs described barriers to practicing clinical leadership that included the work environment, limited resources, and individual circumstances/attributes. Managers may consider these perspectives as they work with clinical RDNs, and educators can incorporate these findings into the dietetics curriculum.

P87 Imparting Anti-Diet and Weight Inclusive Approaches in a University Dietetics Curriculum

<h3>Objective</h3> To evaluate student agreement with weight-inclusive principles in a university Medical Nutrition Therapy (MNT) course. <h3>Use of Theory or Research</h3> Preoccupation with diet culture is an emerging topic in dietetics education that is shifting how students view weight and body image. This course introduced Health at Every Size® and Intuitive Eating concepts to the existing weight-normative approaches typically delivered in dietetics coursework. <h3>Target Audience</h3> One hundred undergraduate students enrolled in a senior-level MNT course. <h3>Course/Curriculum Description</h3> The 4-credit course includes weight-normative approaches to obesity prevention and treatment with an emphasis on body weight in defining health and disease management, including diet, exercise, and behavior change. Weight-inclusive concepts, which uncouple weight and health, center body diversity, and advocate for non-stigmatizing healthcare, were added to the course in spring 2020 through class discussions, guest speakers, and the assigned popular-press book Anti-Diet, along with required reflections after each chapter. <h3>Evaluation Methods</h3> Student agreement with weight inclusive principles was assessed using a 5-point scale with 1 referring to agreement that dieting is appropriate for weight loss and 5 in agreement of the use of weight inclusive approaches. Statistical analyses included multivariate linear regression, paired <i>t</i> test, and Wilcoxon signed rank test. <h3>Results</h3> Agreement with weight-inclusive principles increased significantly by 0.051 units/chapter, with statistically significant spikes in upward agreement after chapters 3, 6, and 8. The paired <i>t</i> test showed a mean gain in agreement from the end of chapter 1 to the end of chapter 11 of 0.565 points (33%) with a 95% CI of (0.369, 0.760). A Wilcoxon signed rank test likewise showed a significant increase in agreement from chapters 1-11 (<i>P</i> < 0.0001). <h3>Conclusion</h3> Introducing anti-diet principles into a traditional weight-normative curriculum was effective in shifting student agreement with weight-inclusive practices. This project also demonstrated feasibility of incorporating a contemporary companion book project within a pre-existing MNT curriculum that is inclusive of the many ways in which nutrition professionals approach health.

Changes in Nutrition Focused Physical Exam Knowledge and Curriculum Integration of Dietetic Educators in Malaysia Who Have Completed an NFPE Hybrid Training Program

ObjectivesThere is limited research on the integration of Nutrition Focused Physical Examination (NFPE) into dietetic educators’ curricula practices globally. The primary objectives of this study were to assess changes in dietetic educators’ NFPE knowledge and curricula practices over 12-months after completing a hybrid training program in NFPE. MethodsThis was a secondary analysis of data from the study A Two-phase International Approach to Teaching Nutrition Focused Physical Examination, a prospective cohort pilot study. Dietetic educators in Malaysia completed an NFPE hybrid training program consisting of in-person training and follow-up computer-assisted instruction over 12 months. Participants reported the extent to which they integrated 32 NFPE tasks into their curricula at 3 timepoints (baseline, 6- and 12-months post-training) and completed a 50-item multiple-choice knowledge test at 4 timepoints (baseline and immediately, 6- and 12-months post-training). Descriptive statistics were used for curricula data; one-way repeated measures ANOVA test was used to analyze the change in knowledge scores over time. ResultsData were analyzed from those who completed knowledge tests (n = 14) and NFPE curricula data collection forms (n = 13) at all timepoints. Mean knowledge scores out of 50 possible points) increased significantly from baseline to immediately post-training and 6- and 12-months post-training (P < 0.001 for all) from 34.1 ± 5.4 at baseline to 43.7 ± 3.1 immediately post-training, 43.5 ± 2.9 at 6-months post-training, and 43.1 ± 3.0 at 12-months post-training. Changes in knowledge test scores were maintained from immediately post-training to 6- and 12-months post-training. At baseline, all of the participants reported that they “teach student NFPE tasks,” for three of the 32 NFPE tasks (examination of orbital fat pads, gastrocnemius muscle, and clavicle). At 12-months post-training,100% of the participants reported teaching all 32 NFPE tasks. ConclusionsDietetic educators in Malaysia who participated in the study significantly increased their NFPE knowledge and the integration of NFPE tasks in their nutrition and dietetics curricula from baseline to 12-months post-training. An NFPE hybrid training program is feasible to train dietetic educators in Malaysia. Funding SourcesRutgers Global Grant

Key concepts for dietetic curriculum: An observational study of Australian dietitians' perceptions.

A concept-based approach to dietetic curriculum design has been proposed to prevent content overload and promote critical thinking. Fifty-six concepts were identified in a previous study. The aim of the present study was to investigate whether the dietetic profession views these concepts as representative of current practice and key for nutrition and dietetics education, and identify any new or emerging concepts. Accredited Practising Dietitians (APDs) were invited to participate in a self-administered online survey that included scale responses on the relevance of the 56 concepts and open-ended suggestions of additional concepts. Respondent characteristics were also collected. Ninety-eight APDs completed the survey. Greater than 65% of respondents agreed/strongly agreed that all 56 concepts were relevant. There was less agreement on the concepts of acid-base balance; leadership; management; physical activity, exercise and health; quality assurance and improvement; risk; safety; stakeholder; standards; sustainability; systems and technology and health informatics. Respondents working in regional, rural and remote areas were less likely to agree that leadership was a key concept (χ2 = 4.45, P=.035). Respondents working in teaching and education were more likely to agree that sustainability was a key concept (χ2 = 7.02, P=.008). No new concepts were identified. The existing 56 concepts were considered key for nutrition and dietetics education. Although the respondents to this survey view these concepts as relevant to current practice, this may not represent the entire profession. It is yet to be determined if the concepts will meet future priorities for the dietetic workforce.

Integration of Objective Structured Clinical Examinations Into Graduate Nutrition and Dietetics Curricula

Integration of Objective Structured Clinical Examinations Into Graduate Nutrition and Dietetics Curricula

Motivational Interviewing Confidence and Perceived Competence Among Undergraduate and Graduate Dietetics Students

BACKGROUNDMotivational interviewing (MI) aligns with the scope of practice and competency standards for Registered Dietitian Nutritionists; however, few dietitians receive adequate training. Furthermore, little is known about MI training within dietetics curricula.OBJECTIVEThe objective of this study was to determine differences in undergraduate and graduate-level dietetics students’ confidence and perceived competence before/after taking a MI course.METHODSA 38-item pre–postsurvey was completed by students enrolled in a Basic and Advanced MI course at Utah State University. The survey included demographic questions and questions related to confidence and perceived competence using MI techniques. Paired t-tests were used to compare pre/post results and analysis of variance was used to compare groups.RESULTSIncreased confidence and perceived competence were observed for Basic MI students (n = 72) (P < .0001) and Advanced MI students (n = 32) (P < .0001) after course completion. In the presurvey, Advanced MI students had higher confidence in 5 of 14 MI skills, higher competence in 2 of 11 MI skills, and higher overall MI competence scores (P = .008) than Basic MI students. Following completion of the course, Advanced MI students had higher overall MI confidence scores (P = .03).CONCLUSIONSStudents’ confidence and perceived competence with using MI increased after taking a college-level MI course. Incorporating MI courses into dietetics curricula may be an effective way to increase confidence and perceived competence of using MI techniques and therefore improving communication between dietitians and patients.

Career Readiness in the Dietetics Curriculum

Editor's Note: This article is part of a series from the Nutrition and Dietetic Educators and Preceptors (NDEP) committee on topics of interest in dietetics education. A collection of education articles is available at www.andjrnl.org/content/education.

P73 Dietetics Experiential Learning at Diabetes Camp: Findings through Photovoice & Qualitative Analysis

BackgroundExperiential learning provides an opportunity for students to develop hands-on experience and apply didactic learning to real-life situations. Diabetes camp is a setting that provides experiential learning on a topic that is crucial for future dietitians.ObjectiveThe objective of this study was to explore whether and how educational experiences at a residential camp for children with type 1 diabetes changes knowledge, perceptions, confidence, and empathy of the disease for dietetics students. Qualitative research methods were used to explore and understand participants’ experience of hands-on involvement with type one diabetes.Study Design, Setting, ParticipantsThis study was a qualitative, 2-year longitudinal case study at Camp Kno-Koma, the Diabetes Camp of West Virginia. Four dietetic students were recruited to participate in this study through convenience sampling. Students were in varying stages of their dietetics education.Measurable Outcome/AnalysisMultiple qualitative methods were used to collect data: interviews; observations; Photovoice, a type of participatory action research in which photographs identified significant learning experiences; journaling; and focus groups. Thematic analysis was used to identify emerging themes and summarize findings through triangulation.ResultsQualitative data analysis revealed that experiential learning at diabetes camp provides an opportunity for dietetics students to experience in-depth learning, including: increase in knowledge of the disease, perceptions of living with the disease, confidence in treating the disease, and empathy for those who have been diagnosed. While attending camp for one week is beneficial for experiential learning, returning for another week the following year provided a deeper understanding of the disease process. Students identified wearing an insulin pump and “living with diabetes” were their best learning experiences.ConclusionsThis study adds to the limited body of knowledge concerning dietetics students’ experiential learning at diabetes camps. The study's greatest contribution is the ability for educators to understand how experiential learning opportunities at diabetes camp provide in-depth education and how these learning experiences can be incorporated into dietetics curricula. Experiential learning provides an opportunity for students to develop hands-on experience and apply didactic learning to real-life situations. Diabetes camp is a setting that provides experiential learning on a topic that is crucial for future dietitians. The objective of this study was to explore whether and how educational experiences at a residential camp for children with type 1 diabetes changes knowledge, perceptions, confidence, and empathy of the disease for dietetics students. Qualitative research methods were used to explore and understand participants’ experience of hands-on involvement with type one diabetes. This study was a qualitative, 2-year longitudinal case study at Camp Kno-Koma, the Diabetes Camp of West Virginia. Four dietetic students were recruited to participate in this study through convenience sampling. Students were in varying stages of their dietetics education. Multiple qualitative methods were used to collect data: interviews; observations; Photovoice, a type of participatory action research in which photographs identified significant learning experiences; journaling; and focus groups. Thematic analysis was used to identify emerging themes and summarize findings through triangulation. Qualitative data analysis revealed that experiential learning at diabetes camp provides an opportunity for dietetics students to experience in-depth learning, including: increase in knowledge of the disease, perceptions of living with the disease, confidence in treating the disease, and empathy for those who have been diagnosed. While attending camp for one week is beneficial for experiential learning, returning for another week the following year provided a deeper understanding of the disease process. Students identified wearing an insulin pump and “living with diabetes” were their best learning experiences. This study adds to the limited body of knowledge concerning dietetics students’ experiential learning at diabetes camps. The study's greatest contribution is the ability for educators to understand how experiential learning opportunities at diabetes camp provide in-depth education and how these learning experiences can be incorporated into dietetics curricula.