Dietetic Students’ Perceptions of Learning Professional Competencies with Four Simulations Throughout a Semester
Publication: Canadian Journal of Dietetic Practice and Research
3 May 2022
Abstract
In nursing and medicine, taking part in simulation activities has been shown to be beneficial for students’ learning; however, little has been documented in dietetics. This study aimed to document the perceived effect of 4 simulations on development of professional competencies by dietetic students. A mixed-method convergent approach was used with pre- and post-questionnaires, interviews, and a focus group discussion to look at dietetic students’ perceptions of learning as part of a Nutrition Assessment course. Nonparametric tests for questionnaires and theme analysis for transcripts were used to examine data. After analysis, data were compared and merged for interpretation. Results showed that participants perceived a significant increase in comprehension of various competencies with simulations. In interviews and a focus group, a participant subgroup (n = 7) perceived an enriched understanding of some dietetic competencies compared with pre-simulations. Simulations seemed to have transformed classroom concepts to a more practical understanding of dietetic practice. More studies are needed to identify if these results could be replicated in different settings. Simulations had a positive effect on students’ perception of competencies development and may be an andragogical tool of choice to support preparing future dietitians for entry to practice.
Résumé
En sciences infirmières et en médecine, il a été démontré que les activités de simulation favorisent l’apprentissage chez les étudiants. Toutefois, peu a été documenté dans le domaine de la diététique. Cette étude visait à documenter les effets perçus par des étudiants en diététique de 4 simulations sur le développement de compétences professionnelles. Une approche convergente à méthode mixte (questionnaires avant et après, entrevues et groupe de discussion) a été utilisée pour examiner les perceptions d’étudiants en diététique sur l’apprentissage dans le cadre d’un cours d’évaluation nutritionnelle. Les données ont été examinées au moyen de tests non paramétriques pour les questionnaires et d’analyses thématiques pour les transcriptions. Après analyse, les données ont été comparées et fusionnées aux fins d’interprétation. Les résultats ont montré que les participants percevaient beaucoup mieux comprendre diverses compétences grâce aux simulations. Au cours des entrevues et d’une discussion de groupe, un sous-groupe de participants (n = 7) a affirmé mieux comprendre certaines compétences en diététique comparativement à avant les simulations. Les simulations semblent avoir traduit les concepts appris en classe en une compréhension plus pragmatique de la pratique de la diététique. Plus d’études sont requises afin de déterminer si ces résultats peuvent être reproduits dans d’autres contextes. Les simulations ont eu un effet positif sur la perception qu’ont les étudiants du développement de compétences et pourraient constituer un outil andragogique de choix pour préparer les futurs diététistes à leur entrée à la pratique.
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Financial support: This research project received funding from the Consortium national de formation en santé – Volet Université d’Ottawa.
Conflicts of interests: The authors declare that they have no competing interests.
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Published In
Canadian Journal of Dietetic Practice and Research
Volume 83 • Number 3 • September 2022
Pages: 139 - 143
Editor: Naomi Cahill
History
Version of record online: 3 May 2022
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© 2022.
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MylèneRosaM.A.(ED), RD and IsabelleGirouxPhD, RD, BEd, PHEc, FDC. 2022. Dietetic Students’ Perceptions of Learning Professional Competencies with Four Simulations Throughout a Semester. Canadian Journal of Dietetic Practice and Research.
83(3): 139-143. https://doi.org/10.3148/cjdpr-2022-006
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