Undergraduate Dietetic Students Research Articles

Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences

Simulation-based learning experiences (SBLEs) are effective for teaching healthcare students clinical and communication skills. The current study assessed self-perceived clinical and communication confidence among dietetics students completing a series of four SBLEs (3 group, 1 individual) across nine months. Dietetics students were recruited in February 2023 prior to their first SBLE. Simultaneously through the academic year, students completed clinical and communication courses. Students were invited to complete an online, anonymous self-reported survey regarding confidence with nutrition care and communication prior to their first SBLE (Time 1), prior to their third SBLE (Time 2), and following their final SBLE (Time 3). The survey measured healthcare work experience and self-perceived confidence. Student confidence increased among 30 of the 38 indicators (p < 0.05). At Time 2 (following two group SBLEs), those with healthcare experience had higher confidence among 12 of the 39 items (p < 0.05). At Time 3 (following four simulation experiences) those with healthcare experience had higher confidence among just four of the 39 total items (p < 0.05). Cohort increases in confidence suggest that SBLEs, along with dietetics coursework, were critical in increasing confidence and students’ perceived ability to carry-out entry-level tasks of a dietitian. While student confidence increased across the cohort, SBLEs were particularly beneficial in leveling confidence between those with prior clinical experience and those without.

Linking Immigrants with Nutrition Knowledge (Project LINK): An Innovative Approach to Improve Cultural Competence in Dietetic Education.

Linking Immigrants with Nutrition Knowledge (Project LINK) was a service-learning cultural competence training programme completed by undergraduate dietetic students enrolled in the University of Saskatchewan's (USASK) nutrition and dietetic programme.This paper evaluates the impact of participation in the programme on students' cultural competence. We conducted a cross-sectional survey and qualitative analysis of reflective essays of 107 participants of Project LINK from 2011 to 2014. Cumulative logistic regression models assessed the impact of the intervention on students' cultural competencies. The Akaike information criterion compared models and Spearman correlation coefficient identified possible correlation among pre- and post-intervention data points. Student reflective essays were analyzed by inductive thematic analysis.All cultural competencies improved comparing pre- and post-participation in Project LINK. Odds of increasing one level of student knowledge were 110 times of that prior to Project LINK. Comparing student competencies before and after Project LINK, the odds of increasing one level of students' skills were six times greater, five times greater for increasing one level of students' ability to interact or encounter, and 2.8 times greater for increasing one level of students' attitude.The results of this study indicate Project LINK has successfully increased cultural competence and underscores the importance of combining opportunities for practical experience in addition to classroom-based training on cultural competence.

Measuring empathic behaviour among undergraduate dietetics students.

Empathic behaviour has a direct link to the positive clinical outcomes. Health professionals, which include dietitians, are increasingly expected to demonstrate the impact of their care on patient outcomes. To date, there is limited research exploring the empathic behaviour of dietetics students. This cross-sectional study evaluated the psychometric properties of Jefferson Scale of Empathy-Healthcare Provider Student (JSE-HPS) and empathic behaviour of dietetics students. Undergraduate dietetics students from one private and two public universities in Malaysia participated (n = 455). Item and scale psychometric properties were examined using principal component analysis and differences in mean empathy scores for students were assessed across years of study and types of universities. A 3-factor solution emerged in the results, accounting for 26.76%, 10.75% and 6.3% of the variance. The JSE-HPS demonstrated good internal consistency (α = 0.83). Despite students enroled at public universities scoring higher mean empathy scores than students enroled at the private university, the difference was not significant. The only significant difference was between the empathy level of first and third year students (p = 0.033). As empathy underpins patient-centred management in the nutrition care process, it should be well integrated into curriculum delivery so that appropriate levels of empathy can be developed to prepare work-ready healthcare professionals.

Food safety and hygiene education improves the knowledge, attitudes, and practices of Saudi dietetics students.

The objective of the study is to evaluate the effect of food safety and hygiene course on the knowledge, attitudes, and practices of dietetics students. A repeated measure pre/post-intervention study was used to assess the knowledge, attitudes, and self-reported practices regarding food safety and hygiene among undergraduate dietetics students (n = 63) enrolled in a course on food safety and hygiene in Saudi Arabia. Students were asked to complete an online questionnaire divided into five sections that covered key food-safety concepts before and at the end of the course to determine changes in these variables. Overall, students' knowledge, attitudes, and practices improved significantly after attending the course on food safety and hygiene. Scores for total knowledge increased from 16.51±2.60 before the course to 20.60±2.01 after it (p < 0.001). The total score for attitudes improved from 9.16±1.43 before the course to 9.92±0.27 after it (p < 0.001). The total score for practices increased from 11.0±3.10 before the course to 14.78±3.41 after it (p < 0.001).The course on food safety and hygiene helped to improve the knowledge, attitudes, and self-reported practices of food safety by dietetics students.

Dietetic Student Involvement in a Sports Nutrition Education Program for University Athletes

Objectives: The purpose of this study is to examine the impact of a sports nutrition counseling experiential learning opportunity on self-efficacy and nutrition counseling skills in the undergraduate dietetic students and dietary goal adherence in collegiate athlete clients after receiving the student-led nutrition counseling intervention. Methods: This mixed methods design, using a thematic analysis and pre- and post-testing, was implemented at a mid-sized university in the Midwestern United States. There were fifteen undergraduate dietetic students and nine collegiate athletes. Results: Counseling confidence in the dietetic students improved significantly from session one to session three (p &lt; 0.001). Conclusions and Implications: Similar programs can be implemented in undergraduate dietetic programs within the academic setting to provide a valuable nutrition resource for collegiate athletes and experience for dietetic students. Examining the program with a larger population can allow for analysis of a causal relationship between the intervention and measured outcomes.

Research Engagement in Undergraduate Dietetics Students: A Scaffolded Approach

Research Engagement in Undergraduate Dietetics Students: A Scaffolded Approach

Pilot Research to Assess Undergraduate Dietetic Students’ Perceptions Toward Poverty

Pilot Research to Assess Undergraduate Dietetic Students’ Perceptions Toward Poverty

A Community Garden Initiative and Needs Assessment: Involvement of Undergraduate Dietetics Students

A Community Garden Initiative and Needs Assessment: Involvement of Undergraduate Dietetics Students

COVID-19 and Virtual Nutrition: A Pilot Study of Integrating Digital Food Models for Interactive Portion Size Education.

Background and aims: Digital food viewing is a vital skill for connecting dieticians to e-health. The aim of this study was to integrate a novel pedagogical framework that combines interactive three- (3-D) and two-dimensional (2-D) food models into a formal dietetic training course. The level of agreement between the digital food models (first semester) and the effectiveness of educational integration of digital food models during the school closure due to coronavirus disease 2019 (COVID-19) (second semester) were evaluated. Method: In total, 65 second-year undergraduate dietetic students were enrolled in a nutritional practicum course at the School of Nutrition and Health Sciences, Taipei Medical University (Taipei, Taiwan). A 3-D food model was created using Agisoft Metashape. Students’ digital food viewing skills and receptiveness towards integrating digital food models were evaluated. Results: In the first semester, no statistical differences were observed between 2-D and 3-D food viewing skills in food identification (2-D: 89% vs. 3-D: 85%) and quantification (within ±10% difference in total calories) (2-D: 19.4% vs. 3-D: 19.3%). A Spearman correlation analysis showed moderate to strong correlations of estimated total calories (0.69~0.93; all p values < 0.05) between the 3-D and 2-D models. Further analysis showed that students who struggled to master both 2-D and 3-D food viewing skills had lower estimation accuracies than those who did not (equal performers: 28% vs. unequal performers:16%, p = 0.041), and interactive 3-D models may help them perform better than 2-D models. In the second semester, the digital food viewing skills significantly improved (food identification: 91.5% and quantification: 42.9%) even for those students who struggled to perform digital food viewing skills equally in the first semester (equal performers: 44% vs. unequal performers: 40%). Conclusion: Although repeated training greatly enhanced students’ digital food viewing skills, a tailored training program may be needed to master 2-D and 3-D digital food viewing skills. Future study is needed to evaluate the effectiveness of digital food models for future “eHealth” care.

Prevalence of Depression, Anxiety, and Stress in Undergraduate Dietetics Students

ObjectiveTo understand the mental health and stressors of current nutrition and dietetics students. DesignCross-sectional survey. ParticipantsA total of 611 current Didactic Program in Dietetics (DPD) students in the US were recruited through DPD program directors. MethodsElectronic survey included measures of anxiety, stress, depression, and specific stressors. Data analysis included descriptive statistics, chi-square analysis, and qualitative thematic analysis. ResultsMost students experienced normal levels of depression, anxiety, and stress compared with the general population. A subset experienced some level of depression (30%), anxiety (40%), and stress (27%). Significant sources of stress were postgraduation plans (including internships), managing time, dietetics courses, finances, and self-imposed expectations. Conclusions and ImplicationsThe identification of a subset of DPD students experiencing symptoms of mental health challenges and recognition that there are common stressors among DPD students may increase awareness among educators, guide development of course policies, and highlight the importance of mitigating major sources of stress for students.

Evaluating the Evidence: A Module Designed to Teach the Translation of Research into Evidence Based Practice in Undergraduate Dietetics Students

Abstract Objectives Evidenced based practice is an essential component of medical nutrition therapy. The use of evidenced based practice enhances the credibility of dietitians with other healthcare team members and helps dietitians be more effective in their practice. However, little has been published on effective techniques used to teach future or currently practicing dietitians how to evaluate the quality of evidence and decide whether or not it is appropriate to use results in patient care. The objective of this study was to evaluate the effectiveness of a module created to teach the skills necessary to translate research into evidenced based practice. Methods Nutrition Across the Lifespan is a mid-level dietetics course. The course aims to introduce students (n = 32) to the physiology of the aging process and optimal dietary behaviors across the lifespan. In 2019, a 3-hour module termed Evaluating the Evidence was designed and integrated into the course. Using social learning theory and mindmaps, the module aimed to teach students to evaluate the strength of evidence and decide whether or not to use that evidence in patient care. Mixed methods were used to evaluate the effectiveness of the module on student learning. Quantitative and qualitative data were gathered using a 15 question pre/post-test including multiple choice, Likert scale, and open-ended questions. The pre/post-test was designed to test student's ability to critically evaluate research designs and implications for practice. Paired t-tests were used to compare quantitative student scores on pre- and post-tests. Results Prior to this module, 97% of students felt it was important or very important to be able to critique the scientific literature; however, only 19% felt “confident” or “very confident” in their ability to do so. Comparison of pre- and post-tests showed that this module significantly increased student performance on scored questions (P &amp;lt; 0.001) and significantly increased measures of student confidence in their ability to use and evaluate the scientific literature (P &amp;lt; 0.001). Conclusions This 3-hour module termed Evaluating the Evidence is a quick, yet effective way to teach students to critically evaluate the scientific literature. Because of its design, it can be adapted for the instruction of students or practicing registered dietitians alike. Funding Sources N/A

Digital Workbooks in Flipped Nutrition Education: Student Perspectives’

Nutrition and dietetic (N&amp;D) education is traditionally taught didactically; however, the flipped classroom approach (FCA) is an emerging pedagogical approach in this discipline. Technological tools providing cognitive support enhance learning, particularly when students are engaged. In N&amp;D education, students have reported the FCA as engaging; however, evidence for how best to integrate technologies into the FCA is limited. The aim of this research is to explore undergraduate nutrition and dietetic students’ self-reported perceptions of the use of a digital workbook in nutrition courses designed and delivered using an FCA. A cross-sectional self-administered online survey was utilised to investigate Australian undergraduate student (N = 39) satisfaction, frequency of use, engagement with, and usefulness of a digital workbook. Most students (87%) were satisfied/very satisfied with the digital workbook as a tool for learning, applying and consolidating/revising course content. Most students (95%) agreed the digital workbook was engaging, providing comments related to workbook design, encouraged participation and novelty. Most useful aspects reported were workbook structure, development of a learning artefact, self-directed aspects and convenience, whereas, least useful aspects included technological issues. The use of a digital workbook in N&amp;D education was well received and is an innovative approach to delivering courses taught with an FCA.

Developing Methods to Measure Cultural Competency and Learning in Undergraduate Dietetic and Health Profession Students

Developing Methods to Measure Cultural Competency and Learning in Undergraduate Dietetic and Health Profession Students

Assessment of Specifications Grading in an Undergraduate Dietetics Course

Assessing student learning is an integral component of teaching undergraduate dietetics students. Traditional grading can be cumbersome for instructors, encouraging extrinsic motivation for students and hindering clear understanding of whether students have met course learning outcomes. Specifications grading is a reimagined assessment paradigm that empowers both students and instructors to focus on achievement of learning objectives. This report examines the deployment of specifications grading in an undergraduate dietetics course, using qualitative methods to determine the impact on students’ learning and experiences. Employing specifications grading may help dietetics educators foster self-regulation and mastery learning for students, as well as increase grading transparency.

Development and Validation of a General Instrument to Measure Undergraduate Dietetic Students’ Cultural Knowledge, Attitudes, and Behaviors

Development and Validation of a General Instrument to Measure Undergraduate Dietetic Students’ Cultural Knowledge, Attitudes, and Behaviors

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

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.

Assessment of knowledge and attitudes on ‘low-energy-dense’ foods among undergraduate dietetic students

Rationale: Pre-existing knowledge and beliefs of the dietetic students influence how accept new information, and their learning journey. The purpose of this study was to investigate ‘low-energy-dense’ foods knowledge and attitudes among the undergraduate dietetic students.

Assesment of healthy nutrition knowledge among undergraduate dietetics students

Assesment of healthy nutrition knowledge among undergraduate dietetics students

Incorporation of a Food Insecurity Garden into an Experiential Learning Community Nutrition Course

To provide undergraduate nutrition students enrolled in a community nutrition course, a structured service learning experience that combined community service with student learning objectives and reflections. Students experienced the development of an on-campus garden, maintenance, harvest and distribution of the produce. Undergraduate dietetics students are expected to develop discipline-specific skills but often do not have the opportunity to put course knowledge into practice. Community gardens are increasing in popularity and it is essential that future community dietitians understand what is involved in implementing a garden, maintaining it and then harvesting as well as preparing the produce if they are going to be encouraging their clients to garden. The senior-level Community Nutrition course met for 15 weeks and included 100 minutes each of lecture and lab weekly. The course fulfilled the university’s Experiential Learning Requirement (ELR) by requiring each student to complete a minimum of 20 hours of service learning activities which included working in the garden and/or processing the produce for utilization in the nutrition program’s food security backpack program. The garden produced 157.5 pounds of food (106 pounds of tomatoes, 48 pounds of potatoes and 3.5 pounds of kale and lettuce). Students also canned 16 jars of applesauce from local apples and 92 cans of tomato sauce from the tomatoes. Qualitative data was collected from the students via guided reflections. The implementation of an on-campus food insecurity garden was viewed as a valuable learning experience by students and also contributed to reducing food insecurity in the community.

Qualitatively Assessing Undergraduate Dietetic Students’ Abilities to Counsel in a Nutrition Therapy Class

Qualitatively Assessing Undergraduate Dietetic Students’ Abilities to Counsel in a Nutrition Therapy Class