Conceptual Diagrams Help Dietetic Students to Understand and Apply the Nutrition Care Process

Le résumé fourni par la source

Aim: To evaluate the impact of a conceptual diagram assessment task on dietetic student knowledge of and confidence applying the Nutrition Care Process. Methods: Situated within a pragmatic research paradigm, this mixed methods study applied a survey administered before and after a conceptual diagram assessment task using the Nutrition Care Process to explore changes in student knowledge, self-reported confidence, perceptions towards the Nutrition Care Process, and student experience. Nineteen students enrolled in a first-semester unit within a Master level dietetic course completed the assessment task, which visually presented a client case sourced from the student-run clinic within the Nutrition Care Process framework, as an adjunct to traditional teaching. Wilcoxon Signed-Rank test determined changes in knowledge and the McNemar test determined changes in self-reported confidence and perspective. Open-ended responses were thematically analyzed. Results:Knowledge scores (maximum of 10) significantly increased following participation in the assessment task (before 5.63 ± 1.67, after 8.36 ± 1.16, P Conclusions: Using conceptual diagrams alongside client cases is a novel and effective education tool to help dietetic students understand and apply the Nutrition Care Process as part of a system of assessment.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.