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Nutrition & Dietetics: the Journal of... Sep 2022
Topics: Dietetics; Humans; Professionalism
PubMed: 36082524
DOI: 10.1111/1747-0080.12766 -
Patient Education and Counseling Jul 2022The aim of this scoping review was to identify and map available evidence concerning counseling strategies that contribute to effective DC. (Review)
Review
OBJECTIVE
The aim of this scoping review was to identify and map available evidence concerning counseling strategies that contribute to effective DC.
METHODS
Following the PRISMA SCR-Scoping Reviews Statement and Checklist, a systematic search in electronic databases was performed in March 2020.
RESULTS
Synthesis of recurring themes in the 28 included studies revealed seven core counseling strategies that effectively contribute to DC: 1) connecting to motivation, 2) tailoring the modality of DC, 3) providing recurring feedback, 4) using integrated dietetic support tools, 5) showing empathy, 6) including clients' preferences, wishes, and expectations during decision-making, and 7) dietitians having high self-efficacy.
CONCLUSIONS
Multiple counseling strategies contributing to effective DC have been identified and mapped. The counseling strategies identified seem to interrelate, and their conceived interrelatedness reveals that strategies can both compliment or contrast each other. Therefore, advancing effective DC requires further development towards an integrated approach to DC that includes combinations of strategies that form a unified whole.
PRACTICAL IMPLICATIONS
Insights from this scoping review provide a foundation for dietitians to effectively carry out DC and serve as a starting point to further work towards effective DC.
Topics: Counseling; Dietetics; Humans; Nutritionists
PubMed: 34953620
DOI: 10.1016/j.pec.2021.12.011 -
Journal of the Academy of Nutrition and... Nov 2019
Topics: Career Choice; Dietetics; Family; Humans; Nutritionists
PubMed: 31655716
DOI: 10.1016/j.jand.2019.09.002 -
Journal of the Academy of Nutrition and... Nov 2022Research is essential to further advance our understanding of the role of nutrition and dietetics in maintenance and improvement of health. Research is also essential...
Research is essential to further advance our understanding of the role of nutrition and dietetics in maintenance and improvement of health. Research is also essential for nutrition and dietetics practitioners to create and provide evidence-based interventions, including medical nutrition therapy provided by registered dietitian nutritionists. Given this critical role of research, the Academy of Nutrition and Dietetics (Academy) has a variety of resources to assist its members in accessing, understanding, participating in, conducting, and disseminating nutrition research. These resources are comprehensive and include opportunities to participate in research (eg, Nutrition Research Network and Data Science Center), tools to aggregate practice data (Nutrition Care Process and Terminology and the Academy of Nutrition and Dietetics Informatics Infrastructure), funding opportunities to support primary research (eg, Academy Foundation), resources to understand the latest research informing evidence-based practice (eg, Evidence Analysis Center), and avenues for sharing research findings (eg, Food & Nutrition Conference & Expo™). The aim of this article is to encourage Academy members to get involved in research by describing Academy-based research resources and opportunities to contribute to nutrition and dietetics research, as well as describe specific examples of research conducted at the Academy. The information presented can serve as a framework to guide members in engaging in research through the Academy.
Topics: Humans; Dietetics; Clinical Competence; Nutritionists; Academies and Institutes; Nutritional Status
PubMed: 35998865
DOI: 10.1016/j.jand.2022.08.123 -
Journal of the Academy of Nutrition and... Aug 2022
Topics: Dietetics; Health Equity; Health Promotion; Humans; Socioeconomic Factors
PubMed: 35618166
DOI: 10.1016/j.jand.2022.05.015 -
Journal of Allied Health 2023Several universities modified interprofessional education (IPE) to a virtual format, showing similar outcomes as IPE delivered through an in-person format. This study...
INTRODUCTION
Several universities modified interprofessional education (IPE) to a virtual format, showing similar outcomes as IPE delivered through an in-person format. This study aimed to describe perceptions of 106 students from programs in occupational therapy, dietetics, nursing, athletic training, and speech-language pathology (SLP) following an established IPE activity in a virtual format. This information will add to previous literature through inclusion of 5 healthcare programs as well as identifying attitudes from each discipline. both of which will enhance future IPE curriculum development.
METHODS
Following the IPE event with a case study, participants wrote reflective essays describing their perceptions of the virtual IPE experience. Four researchers analyzed the reflective essays using thematic analysis.
RESULTS
Findings revealed four themes: beneficial learning experience, roles, the more the merrier, and logistics. Participants felt overall that the virtual IPE experience was beneficial, but the logistical issues of the online format as well as students' amount of participation created negative perceptions. Participants from dietetics expressed the most positive comments (70%), followed by occupational therapy (69%), athletic training (67%), speech-language pathology (54%) and nursing (48%). Undergraduate students (dietetics and nursing) made 4% more positive comments than graduate students (SLP, athletic training, occupational therapy).
DISCUSSION
Participants shared that the virtual IPE experience is beneficial for optimal holistic care and felt some components of the IPE experience prepared them for real-world clinical practice. However, logistical issues (large group size and online format) prevented equal participation and establishing a connection with other participants.
Topics: Humans; Interprofessional Education; Dietetics; Emotions; Occupational Therapy; Speech-Language Pathology
PubMed: 37728349
DOI: No ID Found -
Nutrition & Dietetics: the Journal of... Sep 2020
Topics: Dietetics; Humans
PubMed: 32945084
DOI: 10.1111/1747-0080.12640 -
Journal of Human Nutrition and... Apr 2020
Topics: Combined Modality Therapy; Dietetics; Humans; Mental Disorders; Mental Health Services; Nutrition Disorders
PubMed: 32141175
DOI: 10.1111/jhn.12716 -
Journal of the Academy of Nutrition and... Mar 2020
Topics: Dietetics; Humans; Salaries and Fringe Benefits; Surveys and Questionnaires; United States
PubMed: 32087824
DOI: 10.1016/j.jand.2019.12.015 -
Journal of Nutrition Education and... Apr 2020To investigate the impact of simulated patients on dietetics students' and interns' communication and nutrition-care competence. (Observational Study)
Observational Study
OBJECTIVE
To investigate the impact of simulated patients on dietetics students' and interns' communication and nutrition-care competence.
DESIGN
Pre-post observational study in which students' communication and nutrition-care competence was evaluated during the first and final clinical nutrition simulations in winter, 2017.
SETTING
University of Guelph, Canada.
PARTICIPANTS
Seventeen undergraduate students enrolled in Applied Clinical Skills (NUTR*4120) and 15 graduate students/interns enrolled in Practicum in Applied Nutrition II (FRAN*6720).
VARIABLES MEASURED
Selected communication and nutrition-care performance indicators (PI) (undergraduates = 18; graduate = 33) included in the Canadian Integrated Competencies for Dietetic Education and Practice, each measured out of a maximum of 3 points.
ANALYSIS
Grand means of communication and nutrition-care PI scores were compared across 2 time points using paired t tests, at a significance level of .05.
RESULTS
Undergraduates' (n = 15) communication and nutrition-care PI scores increased by 0.9 ± 0.35 (49.7%) and 0.8 ± 0.22 (45.8%) points, respectively (both P < .001). Graduate students' communication and nutrition-care PI scores increased by 0.4 ± 0.45 (18.5%) and 0.7 ± 0.59 (37.9%) points, respectively (both P < .01).
CONCLUSIONS AND IMPLICATIONS
Simulated patients incorporated into clinical nutrition courses increase dietetics students' and interns' communication and nutrition-care competence. More research using comprehensive practice-based competency assessment tools is needed in larger samples of students and interns.
Topics: Clinical Competence; Communication; Dietetics; Educational Measurement; Humans; Internship and Residency; Learning; Patient Simulation; Students
PubMed: 31699616
DOI: 10.1016/j.jneb.2019.09.022