1,740,928 research outputs found
Nutrition/Dietetics Program
No full textReview Team Report for Nutrition/Dietetics Program's Academic Program ReviewReview Team Report for Nutrition/Dietetics Program's Academic Program ReviewNutrition/Dietetics Program - Academic Program Revie
Nutrition/Dietetics Program's Response to Reviewers' Report
No full textNutrition/Dietetics Program Response to Review Team ReportNutrition/Dietetics Program - Response to Reviewers' ReportNutrition/Dietetics Program - Academic Program Revie
A social media intervention for dietetics professionals to increase awareness about racial/ethnic diversity and inclusion in dietetics: Black voices centered
Get PDFThe Academy of Nutrition and Dietetics (the Academy) is a professional organization founded by and largely for white women. Black-identifying dietetics professionals currently make up only 2.6% of credentialed professionals, while Black-identifying residents comprise 13.4% of the US population. To understand participant opinions, beliefs, experiences, knowledge, and actions related to racial ethnic diversity and inclusion (REDI) in general and in dietetics specifically we conducted a 20-week intervention study, delivered over a social media platform (Facebook group). The content, developed prior to the intervention, was informed by the Trans-theoretical Model of Change and Critical Race Theory and was structured to provide educational content related to REDI. Participants completed baseline, and then a follow up survey after the 20-week intervention. Here we present baseline data from (n=30) Black-identifying participants of the main study. Participants were mostly young, female, Academy member RDNs with at least a Master’s degree. They voiced strong opinion that dietetics is neither diverse nor inclusive, and that the Academy should actively engage in efforts to enhance diversity in the profession. They believe that the Academy should focus on REDI and that it is important that white-identifying members engage in that work. Participants reported engaging in conversations and with media about race/privilege in their personal and professional lives, and that they had either experienced or witnessed microaggression while performing their jobs in dietetics. Results of this sub-study offer insight into the Black experience in dietetics as well as ways the Academy can improve diversity and inclusion within its organization and membership.Published versio
Unlicensed assistive personnel
No full text[Rev.].; Caption title.; "11/22/96,1/10/97,7/01,5/02."; Harvested from the web on 1/13/03Provides guidelines for task delegation and use of titles for unlicensed, not exempt personnel.Provides guidelines for task delegation and use of titles for unlicensed, not exempt personnel.[Rev.
Signatures of students and titles for persons claiming exemption
No full textRev.; Caption title.; "Rev: 3/98,7/01,5/02."; Harvested from the web on 1/13/03Describes appropriate signatures of students and titles for persons claiming exemption from licensure.Describes appropriate signatures of students and titles for persons claiming exemption from licensure.Rev
Direct supervision of limited permit holder
No full text[Rev.].; Title from "Guidelines" index page.; "Rev: 3/98,11/99,7/01/11/02."; Harvested from the web on 1/13/03Clarifies the supervision required for a limited permit holder who has failed the examination.Clarifies the supervision required for a limited permit holder who has failed the examination.[Rev.
Product sales exemption
No full text[Rev.].; Caption title.; "11/13/00,4/01,11/02."; Harvested from the web on 1/14/03Informs persons involved in the sale, promotion, or explanation of the sale of food, food materials, or dietary supplements of the pertinent regulations regarding the dietitian licensure law.Informs persons involved in the sale, promotion, or explanation of the sale of food, food materials, or dietary supplements of the pertinent regulations regarding the dietitian licensure law.[Rev.
Dietetics students' experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis
No full textBackground:
Dietetics students are a widely researched group. As emerging dietitians, they can provide valuable insights to inform how dietetics education programmes may be enhanced to meet contemporary healthcare needs. This review aimed to systematically synthesise dietetics students’ experiences of dietetics workforce preparation.
Methods:
MEDLINE, CINAHL, Embase, PsycINFO, ERIC, Informit and ProQuest Dissertations and Theses Global were searched to identify research published until June 2017. Studies investigating dietetics students’ experiences of dietetics workforce preparation, and employing qualitative data collection and analysis methods were included. Data analysis was guided by thematic synthesis, where themes were constructed through an iterative and inductive process. Study quality was appraised using the RATS Qualitative Research Review Guidelines.
Results:
From the 3301 records identified, five studies met the inclusion criteria and the views of 120 dietetics students from two countries over a 9‐year period were synthesised. The overarching theme of ‘navigating through the ups and downs’ was underpinned by four main themes: enduring hurdles; reconciling expectations; transforming self; and making and breaking connections. Quality appraisal results rated selection bias as being inadequate/inappropriate across all studies.
Conclusions:
Dietetics students undertake a transformational journey through dietetics education. They are inspired by seeing what is possible through meaningful encounters with practitioners in diverse settings. However, they are challenged by competitive environments and perceived ideals that are embedded in the profession. Strategies that focus on exposing dietetics students to inspirational practitioners, increasing and celebrating diversity in academic/placement settings, and incentivising collaboration across dietetics education, could act as catalysts to enhance the experience of future dietetics students and the nutrition‐related health of those they will serve.No Full Tex
A longitudinal examination of cognitive and affective behaviors among dietetic students in a didactic program in dietetics
Get PDFPlan AThe goal of dietetics education is to produce professionals who exhibit the problem-solving and critical thinking skills needed in a profession under continuous transformation (Chernoff 1997b, 539). Little research exists, however, that examines whether dietetic students possess the required attributes to survive and adapt to a constantly changing environment. To assist educators in providing an environment that facilitates optimal learning and is emotionally rewarding for their students, an understanding of the learning and affective behaviors of dietetic students must be investigated. Furthermore, a longitudinal design is required in order to evaluate the full scope of the educational process on these behaviors. The purpose of this study was to examine the cognitive and affective behaviors among dietetic students progressing through a didactic program in dietetics at the University of Wisconsin-Stout. Cognitive behaviors examined focused on the learning processes of memorization, reflection, and conceptualization, approaches to studying (e.g., students, texts), information memorized and retained, learning experience, epistemological beliefs, advice for studying, and motivators for learning. Affective behavior study concentrated on self-esteem and locus of control. Professional and personal goals, and enablers and obstacles to goal attainment were also investigated. Data were obtained from the Cognitive Behavior Survey, Rosenberg Self-Esteem Scale, and Rotter Internal-External Locus of Control Scale, and a Goal Analysis Questionnaire. Survey sets were administered to two groups of dietetic students in fall 1995 and 1996 in an introductory course Dietetics as a Profession. Survey sets and a Demographic Data Form were readministered to the 1995 students in 1997, and to the 1996 students in 1998. Using a general linear model, multivariate analysis, the 1995 and 1996 cohorts were collapsed into one representative sample for 17 of 20 variables examined. Most notable, a significant decrease in positive learning experience was observed (PLE) (t 4.08, df 34, p <.0001) from baseline to follow-up. In particular, students found their experience significantly less enjoyable (t 3.50, df 34, p .001) and more tedious (t 4.33, df 34, p <.0001). Working in a field of interest was a major goal that would be met by a career in dietetics at baseline. Fewer students reported this goal as being met at follow-up. Selfmotivation was the biggest enabler to goal attainment. Programmatic issues, time management, and financial concerns were consistent obstacles. Seeking help from iv others, practicing good time management, and reviewing material were advised as effective for studying at baseline, but reviewing material and help-seeking were less practiced at follow-up. Students were motivated to learn primarily by the presence of competition as they progressed through the program. A decline in favor toward reflective thinking, transfer status, competition, and burnout were possible reasons for the perceived negativity toward the learning environment. Incorporation of problem-based learning into the dietetics curriculum may enhance critical thinking and collaboration, and provide for a more positive learning experience
Critical Dietetics and Sustainable Food Systems
No full textIn this chapter, we invite readers to consider a food system that is based on values where individual health, the health of the society (social system) and ecosystem health are of equal importance. With this as a lens, there is a clear need to move beyond the biosciences to consider transdisciplinary approaches as important for nutrition and dietetics in today and tomorrow’s reality. This chapter begins by briefly highlighting historical engagement of the nutrition and dietetics community with food system sustainability, before moving to define foundational concepts of sustainability in food systems and diets, from a systems perspective. It then provides some examples of how some of today’s pressing nutritional challenges are sustainability challenges and examples of the interface between today’s dietetics and food system sustainability. This chapter ends with a discussion on the role of nutrition and dietetic practitioners in food system sustainability and the needs and challenges for dietetic education to support that role.</p
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