Applied Filters
- Article
- MacLellan, Debbie PhD RDRemove filter
Journal Title
Publication Date
Author
Access Type
1 - 5of5
Save this search
Please login to be able to save your searches and receive alerts for new content matching your search criteria.
Filters
| Search Name | Searched On |
|---|---|
| [Paper Type: Article] AND [Author: MacLellan, Debbie PhD RD] (5) | 31 Mar 2025 |
| [Paper Type: Article] AND [Author: Haines, Jess PhD RD] (6) | 31 Mar 2025 |
You do not have any saved searches
- Purpose: Students’ identity development and professional socialization during dietetic education were explored. Methods: Thirteen undergraduate dietetic students from two universities completed three in-depth interviews based on Seidman's phenomenological approach. The students were at various stages of their education. Data were analyzed with a feminist form of inductive thematic analysis. Results: Dietetic students come to the educational process with a broad interest in health, helping, or foods and nutrition. The academic and practical components of dietetic education create opportunities for students to refine personal interests in order to (re-)envision their place within the profession. The complexity of professional socialization and identity development was illuminated as some students’ focus was redirected to becoming an intern rather than becoming a dietitian. Students transformed their identity to meet the requirements they thought were expected or necessary to obtain an internship. Internship competition and the program environment can influence this transformation. Conclusions: Professional identity development begins before dietetic education and develops within the context of that education, representing the intersection of both people and events. A recognition and understanding of these complexities can result in strategic recruitment, informed curriculum changes, and professional development opportunities for dietetic educators, which will enhance their ability to support students in the professional socialization process.
- Jennifer P. Taylor PhD, RD,
- Debbie MacLellan PhD, RD,
- Jane Mary Caiger MSc, RD,
- Kimberley Hernandez MBA, RD,
- Mary McKenna PhD, RD,
- Bob Gray BEd, and
- Paul Veugelers PhD
Purpose: We assessed principals’ perceptions about the level of school nutrition policy (SNP) implementation in Prince Edward Island elementary schools, objectively evaluated how closely elementary schools are following SNP regulations for types and frequency of foods offered at school, and explored principals’ beliefs about the key enablers and barriers to SNP implementation. Methods: Phase I involved a cross-sectional survey of principals’ assessment of perceived and actual adherence to SNP components. Phase II included in-depth interviews to explore principals’ perceptions about factors influencing policy adherence. Descriptive statistics were generated. Thematic content analysis was used to identify themes. Results: Forty-one (93%) principals participated in Phase I, and nine of these participated in Phase II. The level of implementation of SNP components varied. Seventy-four percent of all foods sold were categorized as allowed by the SNP; 68% of schools sold at least one “not allowed” food. Key barriers included lost revenue, a higher cost of healthy foods, and limited availability of policy-allowed foods. Enablers were a high level of community support, ready access to food suppliers, and active parent volunteers. Conclusions: While schools are making progress in implementing the SNP, challenges remain. Identifying and communicating strategies for healthy fundraising activities and finding ways to involve parents in SNP implementation are recommended.- Purpose: The study was conducted to identify the enabling and barrier factors in the development of nutrition policies in Prince Edward Island elementary and consolidated schools. Methods: A document review and in-depth interviews were conducted with key stakeholders (n=12). Results: Principals were identified as important champions for change. Working group members created an interface between the school world and the nutrition world, and drew upon common philosophical ground to work together to lead the change process. Successfully navigating the process of policy development required building a case for change, testing policies in the real world, integrating healthy eating within school life, offering support to schools, engaging participants, and acknowledging the need to weigh the costs and benefits of the change. At times, external pressures on schools and available foods varied in the extent to which they enabled or challenged policy development. Finally, resource limitations, competing issues, and the use of unhealthy food as rewards were identified as the primary barriers. Conclusions: The use of a consultative approach that engages key stakeholders early in the process is critical to the successful development of school nutrition policies. This approach also may be an important predictor of the longterm success of such initiatives.
- Purpose: Various societal influences have shaped the way dietetic students view and react to current educational situations. Students’ perspectives were sought on conditions that caused stress in the educational environment, what they thought educators did not understand about them, and changes their faculty or preceptors had made to address their needs. Methods: Third- and fourth-year university students, interns in their final rotations, and master’s degree students completed a questionnaire (n=284). Results: Several stressors were identified: thinking about getting a job as a dietitian, lack of finances or debt, competing for internship positions, the ability to meet program demands, and envisioning the area in which they would specialize. The qualitative analysis highlighted gaps in understanding between students and educators. Gaps concerned student finances, the evaluation process, inflexible undergraduate and internship structures, competition among students, ineffective communication, and finding a balance between academics and other competing interests. Conclusions: A conflict exists between what students expect as part of their educational experience and what they actually experience. Students appreciated educators who engaged them in the learning process and recognized the realities of their lives.
- Purpose: To assess adults’ knowledge of dietary recommendations, food sources of key nutrients, food choices, and diet-disease relationships. Methods: A previously validated survey, designed to assess nutrition knowledge, was adapted for use in Prince Edward Island and mailed to a random sample of 3,500 adults (aged 18 to 74). Dillman's Total Design Method was followed and a response rate of 26.4% achieved. Mean scores and 95% confidence intervals (CIs) were calculated for the overall survey and for each section. Demographic variations were assessed by univariate analysis. Results: Of an overall possible score of 110 points, the mean score with 95% CI was 71.0 (70.1, 71.9). Respondents scored higher on the sections on dietary recommendations, food sources, and food choices than diet-disease relationships. Demographic differences existed in gender, age, education, and income. Findings suggest that adults have good general knowledge of dietary recommendations, but lack knowledge about how to make healthier food choices and the impact of diet on disease risk. Conclusion: When designing intervention strategies, dietitians should consider targeted messages to provide adults with the information they need to make healthy food choices.
