Continuing Professional Education (CPE) Information
The Continuing Professional Education (CPE) quiz for this article is available for free to Academy members through the MyCDRGo app
(available for iOS and Android devices) and through www.jandonline.org (click on “CPE” in the menu and then “Academy Journal CPE Articles”). Log in with
your Academy of Nutrition and Dietetics or Commission on Dietetic Registration username
and password, click “Journal Article Quiz” on the next page, then click the “Additional
Journal CPE quizzes” button to view a list of available quizzes. Non-members may take
CPE quizzes by sending a request to [email protected] . There is a $45 fee per quiz (includes quiz and copy of article) for non-members.
CPE quizzes are valid for 3 years after the issue date in which the articles are published.
1
,2
and to assess competence
3
is growing in dietetics. SBL or SBL experiences “represent [an] actual or potential
situation in education and practice . . . and allow participants to develop or enhance
their knowledge, skills, and attitudes or to analyze and respond to realistic situations
in a simulated environment.”
4
Although SBL can include computer-based simulations, simulated patients (SPs), part-task
trainers and mannequins, virtual reality, role-play activities, or a hybrid of these,
Healthcare Simulation Dictionary. Accessed April 3, 2021. https://www.ssih.org/dictionary.
5
,6
in dietetics, SBL incorporating SPs to develop communication and counseling skills
is most common.
7
,
8
,
9
,
10
,
11
,
12
An increasing number of reports and case studies can be found in the literature,
indicating the growing uptake of SBL within dietetics education and prelicensure training.
3
,8
,13
,14
Designers of dietetics simulations are adopting and adapting theories, frameworks,
and evaluation tools from colleagues in nursing,
,16
who have led the way in simulation for many years.
16
,17
Dietetics governing bodies globally have endorsed SBL as a strategy for dietetics
education.
18
,
19
,
20
To read this article in full you will need to make a payment
Purchase one-time access:
Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online accessOne-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:
Subscribe to Journal of the Academy of Nutrition and DieteticsAlready a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
References
- Is it possible to enhance the confidence of student dietitians prior to professional placements? A design-based research model.J Hum Nutr Diet. 2017; 30: 588-595
- Objective structured clinical examination (OSCE) improves perceived readiness for clinical placement in nutrition and dietetic students.J Allied Health. 2015; 44: 208-214
- Patient simulations improve dietetics students’ and interns’ communication and nutrition-care competence.J Nutr Educ Behav. 2020; 52: 377-384
Healthcare Simulation Dictionary. Accessed April 3, 2021. https://www.ssih.org/dictionary.
- Low-to high-fidelity simulation—A continuum of medical education?.Med Educ. 2003; 37: 22-28
- Simulation in medical education.in: Swanwick T. Understanding Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, 2010: 164-180
- Final Report on Simulated Learning Environment Project Conducted for Health Workforce Australia. Canberra, Australia; Health Workforce Australia, 2011
- Effect of simulated patient practice on the self-efficacy of Japanese undergraduate dietitians in nutrition care process skills.J Nutr Educ Behav. 2018; 50: 610-619
- An observational study investigating the impact of simulated patients in teaching communication skills in preclinical dietetic students.J Hum Nutr Diet. 2016; 29: 529-536
- Evaluation of clinical skills for nutrition counseling.J Am Coll Nutr. 1985; 4: 521-529
- Comparison of standardized patients and real patients as an experiential teaching strategy in a nutrition counseling course for dietetic students.Patient Educ Couns. 2015; 98: 168-173
- Assessing communication skills in dietetic consultations: The development of the reliable and valid DIET-COMMS tool.J Hum Nutr Diet. 2014; 27: 321-332
- Perceived benefits of a standardized patient simulation in pre-placement dietetic students.Educ Sci. 2020; 10: 186
- Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth.Adv Simul (Lond). 2019; 4: 28
- The NLN Jeffries Simulation Theory.Wolter Kluwers, 2016
- Simulation in exercise science and physiology—No longer a luxury but a necessity.J Clin Exerc Physiol. 2020; 9: 83-88
- Simulation-based learning experiences in dietetics programs: A systematic review.J Nutr Educ Behav. 2020; 52: 429-438
- A Curriculum Framework for the Pre-Registration Education and Training of Dietitians.British Dietetic Association, 2013
- Guidelines for Accreditation of New Zealand Dietetic Education Programmes.Dietitians Board of New Zealand, 2018
- The Accreditation Council for Education in Nutrition and Dietetics. 2017 Standards and Templates.(Accessed June 22, 2021)
- The time is now: A blueprint for simulation in dietetics education.J Acad Nutr Diet. 2015; 115: 183-194https://doi.org/10.1016/j.jand.2014.12.001
- Healthcare Simulation Education: Evidence, Theory and Practice.John Wiley & Sons, 2017
- Andragogy, not pedagogy.Adult Leadership. 1968; 16: 350-352
- Teaching and learning in medical education: How theory can inform practice.in: Swanwick T. Understanding Medical Education: Evidence, Theory and Practice. Wiley-Blackwell, 2010: 16-36
- Learning theory foundations of simulation-based mastery learning.Simul Healthc. 2018; 13: S15-S20
- The use of behavior change theories in dietetics practice in primary health care: A systematic review of randomized controlled trials.J Acad Nutr Diet. 2020; 120: 1172-1197
- Learning theories 101: Application to everyday teaching and scholarship.Adv Physiol Educ. 2016; 40: 17-25https://doi.org/10.1152/advan.00132.2015
- Simulation methodology in nursing education and adult learning theory.Adult Learn. 2012; 23: 129-137
- Transformative learning as a context for human patient simulation.J Nurs Educ. 2010; 49: 326-332https://doi.org/10.3928/01484834-20100224-02
- Beyond Knowles: What those conducting simulation need to know about adult learning theory.Clin Simul Nurs. 2010; 6: e7-e14
- A framework to support the development of quality simulation-based learning programmes in speech–language pathology.Int J Lang Commun Disord. 2020; 55: 287-300https://doi.org/10.1111/1460-6984.12515
- A simulation-based learning experience in augmentative and alternative communication using telepractice: Speech pathology students’ confidence and perceptions.Adv Simul (Lond). 2019; 4: 23
- Simulated learning environments in speech-language pathology: An Australian response.Int J Speech Lang Pathol. 2013; 15: 345-357
- High-fidelity patient simulation increases dietetic students' self-efficacy prior to clinical supervised practice: A preliminary study.J Nutr Educ Behav. 2016; 48: 563-567.e1
- INACSL standards of best practice: Simulation(SM) simulation design.Clin Simul Nurs. 2016; : S5-S12
- Using Deliberate practice and simulation to improve nursing skills.Clin Simul Nurs. 2012; 8: e109-e113
- Healthcare Simulation at a Glance.John Wiley & Sons, 2019
- Interprofessional and intraprofessional teams in a standardized patient assessment lab.Pharm Educ. 2007; 7: 159-166
- Deliberate practice and acquisition of expert performance: A general overview.AEM Educ Train. 2008; 15: 988-994
- Essentials of scenario building.in: Mahoney B. Minehart R.D. Pian-Smith M.C.M. Comprehensive Healthcare Simulation: Anesthesiology. Springer International Publishing, 2020: 25-36
- Theoretical foundations of learning through simulation.Semin Perinatol. 2011; 35: 47-51
- Debriefing Experience Scale: Development of a tool to evaluate the student learning experience in debriefing.Clin Simul Nurs. 2012; 8: e211-e217https://doi.org/10.1016/j.ecns.2011.11.002
- Debriefing methods and learning outcomes in simulation nursing education: A systematic review and meta-analysis.Nurse Educ Today. 2020; 87 (104345-104345)https://doi.org/10.1016/j.nedt.2020.104345
- The essentials of debriefing in simulation learning: A concept analysis.Nurs Educ Perspect. 2009; 30: 109-114
- Simulation debriefing for clinical judgment development: A concept analysis.Nurse Educ Today. 2016; 45: 42-47
- In Situ Debriefing in Medical Simulation.StatPearls, 2020
- The PEARLS healthcare debriefing tool.Acad Med. 2018; 93: 336
- PEARLS for systems integration: A modified PEARLS framework for debriefing systems-focused simulations.Simul Healthc. 2019; 14: 333-342
- The effects of simulation-based learning using standardized patients in nursing students: A meta-analysis.Nurse Educ Today. 2015; 35: e6-e15
- Effectiveness of simulation for improvement in self-efficacy among novice nurses: A meta-analysis.J Nurs Educ. 2014; 53: 607-614
- Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review.Nurse Educ Today. 2017; 49: 63-71https://doi.org/10.1016/j.nedt.2016.11.015
- Bandura's Self-Efficacy Theory…Something is missing.Clin Simul Nurs. 2013; 9: e327-e328https://doi.org/10.1016/j.ecns.2013.07.001
- Use of actors as simulated patients in nutritional counseling.J Nutr Educ Behav. 2007; 39: 101-102
- Developing communication skills of undergraduate students through innovative teaching approaches.NACTA J. 2015; 59: 313
- Simulation in clinical teaching and learning.Med J Aust. 2012; 196 (594-594)
- An innovative model for teaching and learning clinical procedures.Med Educ. 2002; 36: 628-634
- Twelve tips for incorporating educational theory into teaching practices.Med Teach. 2012; 34: 618-624
- Transformative learning through virtual patient simulations: Predicting critical student reflections.Clin Simul Nurs. 2014; 10: e301-e308https://doi.org/10.1016/j.ecns.2014.02.001
- Transformative learning: Theory to practice.New Direct Adult Cont Educ. 1997; : 5-12https://doi.org/10.1002/ace.7401
- Facilitating healthcare simulations.in: Nestel D. Kelly M. Jolly B. Watson M. Healthcare Simulation Education. Wiley Online Books, 2017: 143-151
- Exploring healthcare simulation facilitators’ conceptions of teaching and learning.Seminar Net. 2019; 15: 1-22
- Interprofessional Education Guidelines.Centre for Advancement of Interprofessional Education, 2016
- Debriefing: The most important component in simulation?.Clin Simul Nurs. 2011; 7: e105-e111https://doi.org/10.1016/j.ecns.2010.11.005
- A systematic review of the effectiveness of simulation debriefing in health professional education.Nurse Educ Today. 2014; 34: e58-e63
- Microteaching: A model for employee counseling education.J Acad Nutr Diet. 1979; 75: 674-678
- Debriefing for technology-enhanced simulation: A systematic review and meta-analysis.Med Educ. 2014; 48: 657-666
- The use of simulation as a teaching and learning approach to support practice learning.Nurse Educ Pract. 2008; 8: 5-8
- Reporting guidelines for health care simulation research: Extensions to the CONSORT and STROBE statements.Adv Simul (Lond). 2016; 1: 25
- INACSL standards of best practice: SimulationSM debriefing.Clin Simul Nurs. 2016; 12: S21-S25
- Debriefing assessment for simulation in healthcare: Development and psychometric properties.Simul Healthc. 2012; 7: 288-294https://doi.org/10.1097/SIH.0b013e3182620228
- Education and learning theory.in: Mahoney B. Minehart R.D. Pian-Smith M.C.M. Comprehensive Healthcare Simulation: Anesthesiology. Springer International Publishing, 2020: 15-24
- Andragogy in Action.Jossey-Bass, 1984
- Experiential Learning: Experience as the Source of Learning and Development.Prentice-Hall, 1984
- Key design characteristics of interprofessional simulation-based learning experiences as rated by allied health and nursing students.Clin Simul Nurs. 2021; 50: 55-64
- A theoretical framework to underpin clinical learning for undergraduate nursing students.Nurs Sci Q. 2020; 33: 159-164
- Interventions designed to improve the learning environment in the health professions: A scoping review.MedEdPublish. 2018; 7
Article Info
Publication History
Published online: July 16, 2021
Accepted:
June 10,
2021
Received:
April 22,
2021
Footnotes
This article was written by Marie-Claire O’Shea, AdvAPD,
SFHEA, lecturer, Griffith University, Southport, Queensland, Australia; Claire Palermo, MPubHlth, PhD, AdvAPD, assistant professor and deputy director, Monash Centre for Scholarship in Health Education, Monash University, Melbourne, Victoria, Australia; Gary D. Rogers, MBBS, MGPPsych, PhD, FANZHPE, FAMEE, PFHEA, professor of medical education and deputy head of learning and teaching, School of Medicine, and program lead for interprofessional and simulation-based learning, Health Institute for the Development of Education and Scholarship, Griffith University, Southport, Queensland, Australia; Elizabeth Cardell, PhD, PFHEA, deputy head of learning and teaching, School of Medicine and Dentistry, Menzies Health Institute of Queensland, Griffith University, Southport, Queensland, Australia; and Lauren T. Williams, PhD, FDAA, professor of nutrition and dietetics, Menzies Health Institute of Queensland, Griffith University, Southport, Queensland, Australia.STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors.
FUNDING/SUPPORT There is no funding to disclose.
AUTHOR CONTRIBUTIONS M.-C. O’Shea conducted the studies as part of doctoral research under the supervision of the other authors. M.-C. O’Shea wrote the first draft and all authors contributed to subsequent drafts of the manuscript.
Identification
Copyright
© 2022 by the Academy of Nutrition and Dietetics.
