Login to your account
Don’t have an account?
Create a Free AccountDietetics Education
Interprofessional Education and Collaborative Practice in Nutrition and Dietetics 2020: An Update
Editor's Note: This article is part of a series developed by the Nutrition and Dietetic Educators and Preceptors (NDEP) group on emerging topics of interest in dietetics education.Utility of the Flipped Classroom When Teaching Clinical Nutrition Material
Dietetics bridges science with practical application. However, students often struggle linking fundamental science to practical interventions, which requires the application of nutrition principles. The flipped classroom may increase student engagement and improve synthesis of complex material1; however, its efficacy in teaching clinical nutrition material has not been evaluated.Assessment Practices for Dietetics Trainees: A Systematic Review
High-quality education is essential to produce competent graduates in the field of dietetics. Assessment is a fundamental component of education and driver of learning, yet little is known about methods used to assess dietetics trainees. The objective of this review is to evaluate the practices and outcomes of methods used to assess dietetics trainees. A systematic review of the literature was undertaken. MEDLINE, the Cumulative Index to Nursing and Allied Health Literature Plus, Embase, and the Education Resources Information Center databases were searched from inception until May 31, 2017, using key terms that identified studies reporting practices for the assessment of dietetics trainees.Changes in the National Diabetes Prevention Program Present Opportunities for Registered Dietitian Nutritionists to Reduce the Prevalence of Diabetes
The diagnosis of type 2 diabetes mellitus is often preceded by prediabetes, a stage during which blood glucose levels are greater than normal but not yet high enough to be diagnostic of diabetes.1 About 84 million people in the United States have prediabetes; a number equivalent to approximately one in three adults.1 Without intervention, an unknown, but likely significant proportion of these people will develop type 2 diabetes. However, the progression from prediabetes to type 2 diabetes is not inevitable and can be interrupted with diabetes prevention programs (DPPs) comprising low-cost, structured lifestyle change interventions including improved eating habits and increased physical activity.The Nourish Program: An Innovative Model for Cooking, Gardening, and Clinical Care Skill Enhancement for Dietetics Students
Registered dietitian nutritionists (RDNs) play a critical role in the continuum of chronic disease care as the population faces an ongoing obesity epidemic, and adherence to dietary recommendations remains low.1-3 Diet has independent effects on diabetes, cancer, and cardiovascular disease, three major causes of death in the United States.4,5 Diet is a vital part of a healthful lifestyle and may impact quality of life through its effect on energy balance and weight management.3 According to the Academy of Nutrition and Dietetics, primary prevention is the most effective and affordable method to prevent chronic disease, and dietary interventions positively impact health outcomes across the lifespan.Equipping Future Generations of Registered Dietitian Nutritionists and Public Health Nutritionists: A Commentary on Education and Training Needs to Promote Sustainable Food Systems and Practices in the 21st Century
Calls for reform in public health education over the last 100 years have focused on the practical training and education of physicians, the group that dominated the public health workforce in the early 20th century.1,2 A central argument for reform is that for practitioners to be effective in protecting and promoting health, professional education needs to keep pace with current and evolving challenges. Fried and colleagues2 identify globalization and urbanization as challenges facing today’s public health workforce, which now includes a broad range of practitioners focused on population-level prevention and interventions that address the determinants of health rather than the treatment of disease.Benefits, Barriers, and Motivators to Training Dietetic Interns in Clinical Settings: A Comparison between Preceptors and Nonpreceptors
The shortage of supervised practice sites in dietetics is associated with fewer numbers of preceptors available to supervise interns, especially in the clinical setting.Improving Nutrition Students’ Knowledge and Perceived Competence to Provide Nutrition Education to Adults with Disabilities via Experiential Learning
Providing nutrition care to those with disabilities is an important and emerging area of nutrition expertise. The Americans with Disabilities Act (ADA) of 1990 prohibits discrimination and guarantees that people with disabilities have the same opportunities as other Americans.1 According to the ADA National Network, there is no universal definition for disability, although the ADA defines disability broadly.2 As reported by the US Census bureau, 19% of Americans have a disability, and half of these individuals have a severe disability.Interprofessional Education to Create and Sustain High-Performance Teams to Support Our Transforming Health Care System and Future Educational Model: How Nutrition and Dietetics Can “Weigh-in”
Empirical data, industry trends, and the changing health care and business environments point to the need to reexamine the future education of nutrition and dietetics practitioners.1-6 To better address the growth of nutrition-related management of chronic disease and disease prevention in the community while safeguarding the public, health care teams with nutrition and dietetics practitioners are expected to increase.5 Enhanced delivery of nutrition service is supported by results of a comprehensive Accreditation Council for Education in Nutrition and Dietetics (ACEND) environmental scan and key stakeholders’ assessment7 and are corroborated by the Institute of Medicine’s recommendations from the Health Professions Summit.Level of Implementation of the Institute of Medicine Recommended Core Competencies among Dietetics Education Programs
The health care system in the United States has gained attention for concerns related to high costs and poor outcomes. In 2003, citing inadequate preparation of health professionals, the Institute of Medicine (IOM) introduced five core competencies designed to be included in the curricula across health care professions. Professions, including nursing and pharmacy, have assessed the degree to which these competencies have been incorporated into their educational programs. However, little is known about the degree to which these competencies have been implemented into dietetics education.Barriers to and Facilitators of Dietetics Education among Students of Diverse Backgrounds: Results of a Survey
The United States is projected to become a majority-minority nation for the first time in 2043.1,2 Hispanic and Asian populations are expected to experience exponential increases by 2060, while smaller increases are anticipated within the African-American, American-Indian, and Alaskan-Native populations.1 The resulting patient base will increase demand for a racially and ethnically diverse health care workforce capable of providing time-sensitive, individualized health care that meets patients’ expectations and accounts for literacy, language abilities, and levels of acculturation and assimilation.Use of Web-Based Timelines to Enhance Patient Care Skills of Dietetics Students
Editor’s Note: This article is part of a series from the Nutrition and Dietetic Educators and Preceptors group on emerging topics of interest in dietetics education. Advances in communication technologies allow for parallel advances in knowledge acquisition. Familiarization with varied, cutting-edge active learning techniques, such as timelining, helps students in their future professions and educational endeavors.1,2 Historically, timelines were paper documents with dates, descriptions, and pictures used to focus attention on specific ideas, experiences, and topics.The Value in Interprofessional, Collaborative-Ready Nutrition and Dietetics Practitioners
Registered dietitian nutritionists (RDNs) are integral members of many health care and health prevention teams, particularly when addressing issues such as eating disorders, human immunodeficiency virus/acquired immune deficiency syndrome, coronary heart disease, diabetes, maternal and infant health, pediatrics, and exercise/sports. RDNs are key members of these teams, and graduates of dietetics programs need opportunities to develop the soft skills needed to become effective team members. Essential collaborative concepts and skills delineated from teamwork training that move beyond those acquired through traditional group work include negotiation, delegation, mutual trust, cooperation, and shared leadership.The Time Is Now: A Blueprint for Simulation in Dietetics Education
Clinical simulation models are increasingly used as tools for facilitating the education and training of health care professionals.1,2 Levett-Jones and Lapkin2 defined simulation as “a technique used to replace or amplify real experiences with guided experiences that evoke or replace substantial aspects of the real world in a fully interactive manner.” Gaba3 stated that simulation, although sometimes delivered through technologic means, is not a technology. Rather, simulation is an instructional technique or methodology for imitating the real world by providing guided, participative experiences to students outside real-world settings.Development and Pilot Testing of a Human Subjects Protection Training Course Unique to Registered Dietitian Nutritionists
The House of Delegates of the Academy of Nutrition and Dietetics recently selected research engagement as a mega-issue because research is critical to showing the value of the registered dietitian nutritionist’s (RDN’s) services, but many RDNs do not consider research as part of their role or believe they lack the skills to participate.1 Dietetics Practice Based Research Network (DPBRN) projects have provided evidence to support RDN services in containing costs and improving patient outcomes.2 Engaging a diverse array of members in a culture of research is particularly relevant given the recent House of Delegates mega-issue.Student-Assisted Services (SAS): An Innovative Clinical Education Model that Prepares Graduates for the Future, Contributes to Health Service Delivery, and Addresses Internship Shortages
The combination of an aging population profile and a rising prevalence of obesity and chronic disease increases the need for dietetics services.1 It is predicted that by the year 2020 only 75% of the demand for nutrition and dietetics practitioners in the United States will be met.2 A potential barrier to increasing the size of the dietetics workforce is the shortage of internships.3 Approaches such as team teaching have been trialed in hospitals,4 and although such initiatives provide some increase in student training capacity, they are unlikely to meet total placement demand.Case-Based Learning Facilitates Critical Thinking in Undergraduate Nutrition Education: Students Describe the Big Picture
The vision of dietetics professions is based on interdependent education, credentialing, and practice. Case-based learning is a method of problem-based learning that is designed to heighten higher-order thinking. Case-based learning can assist students to connect education and specialized practice while developing professional skills for entry-level practice in nutrition and dietetics.The Art and Science of Practice: The Intersection between Liberal Arts and Allied Health
So much of modern health care delivery is mechanized: Individuals present for care with an array of signs and symptoms, and the practitioner uses these data to objectively point toward a disease or condition known to encompass these indicators. Clinical determinations are based on comparisons to the measurable data of others, pointing to known causations and correlations yielded in clinical studies. But what if there is not necessarily an immediate or obvious answer to what ails a patient or client? Where do clinicians turn to figure out an answer? The story of health and illness does not end with comparisons against norms and quantifiable data.Nutrition Students Gain Skills from Motivational Interviewing Curriculum
To promote lasting dietary behavior changes, many registered dietitian nutritionists (RDNs) are progressing from advice-giving roles to client-centered counseling methods.1 Motivational interviewing (MI) is one such counseling method used to increase intrinsic motivation and reduce ambivalence to change.2,3 MI is based on four key principles: 1) expressing empathy, 2) developing discrepancy, 3) rolling with resistance, and 4) supporting self-efficacy.2 The MI spirit encompasses collaborating with clients, using clients' ideas to evoke change, and respecting clients' autonomy.Massive Open Online Courses: How Registered Dietitians Use MOOCs for Nutrition Education
For several decades, learners have been able to take courses and get continuing education online; but in 2011, a new type of distance learning took off in the form of massive open online courses, or MOOCs.1 These large-scale courses typically share some common features: open access using the Internet, free of charge, asynchronous, interactive user forums, and the opportunity to earn a document of completion or achievement.2 Most MOOCs are offered through several existing web-based platforms or initiatives that have formed collaborative partnerships with top global universities to provide courses on a wide range of subjects.Perspectives of Cultural Competency from an International Service Learning Project
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. With the increased cultural diversity of the population of the United States and the awareness of marked health care disparities, an understanding of cultural differences is imperative for health care providers. Accordingly, preparing dietetic students to become culturally competent practitioners becomes fundamental.Nutrition and Public Health: Preparing Registered Dietitian Nutritionists for Marketplace Demands
Since its founding in 1917, the Academy of Nutrition and Dietetics (Academy), formerly known as the American Dietetic Association, has been committed to improving the nation's health and advancing the profession through education, research, and advocacy.1-3 With an appreciation of the developments in science and technology and the recent transformation of the complex health care environment,4-6 the Academy recognizes the need for the profession to prepare the registered dietitian nutritionist (RDN) for these new public health priorities.Does Motivational Interviewing Align with International Scope of Practice, Professional Competency Standards, and Best Practice Guidelines in Dietetics Practice?
Facilitating change in client behavior is a key challenge for registered dietitian nutritionists (RDNs). RDN frustration occurs when clients do not adhere to the behavior change plans developed during consultations.1 The client may return for future appointments having made minimal or no lifestyle changes, or showing a decline in diet and physical activity behaviors. Despite many clients having the knowledge, skills, and need to make nutritious dietary choices and to participate in regular physical activity, many still struggle to maintain behavior change in the long term.Retaining Hispanic Dietetic Undergraduate Students through Mentoring and Professional Development
The Academy of Nutrition and Dietetics' (the Academy's) commitment to diversity within the profession and the reduction of health disparities is reflected by its diversity philosophy statement,1 the Commission on Dietetic Registration Code of Ethics,2 the Accreditation Council for Education in Nutrition and Dietetics standards,3 and in terms of education preparation and retention, the Academy's Diversity Mentoring project.4 The need to augment the number of registered dietitian nutritionists (RDNs) who are culturally competent to serve the increasing minority populations can be accomplished by implementing new curriculum for all dietetic students5,6 and by adding to the recruitment of culturally diverse students into undergraduate dietetic programs.Strategies for Addressing the Internship Shortage and Lack of Ethnic Diversity in Dietetics
IN MARCH 2002, THE Institute of Medicine (IOM) Committee on Understanding and Eliminating Racial and Ethnic Disparities in Health Care reported that the quality of care in the United States is generally lower for people perceived as coming from communities of ethnic minorities than that provided to the majority population.1 Racial and ethnic disparities have been associated with worse health outcomes.2 Subsequently, in March 2011, the Academy of Nutrition and Dietetics (the Academy; formerly the American Dietetic Association) related the IOM recommendations to dietetics practitioners.
The content on this site is intended for healthcare professionals.
Copyright © 2023 Elsevier Inc. except certain content provided by third parties.
