Objectives and Competencies in Food and Nutrition Education in the Brazilian Undergraduate Nutrition Program

Almeida, Géssica Mercia de; Recine, Elisabetta; Fagundes, Andhressa Araújo

doi:10.1016/j.jneb.2019.10.001

Cited by 9 publications

(8 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Concerning training in Nutrition, a study involving professors from different undergraduate courses in Brazilian Nutrition courses pointed out that approaches based exclusively on biological aspects of nutrition are insufficient to deal with the food complexity. It is necessary to emphasize the appreciation of the social, economic, and cultural aspects involved in the training [14].…”

Section: Discussionmentioning

confidence: 99%

Factors associated with the academic performance of Nutrition students at a public university in southern Brazil

et al. 2022

View full text Add to dashboard Cite

Objective To assess the association of socioeconomic factors, characteristics of the academic trajectory, and curriculum of students of a Nutrition course in the academic performance in the Exame Nacional de Desempenho dos Estudantes. Methods A study of cross-sectional panels with secondary data (Exame Nacional de Desempenho dos Estudantes 2004, 2007, 2010, 2013, 2016, and 2019) of 174 graduating students was carried out. Academic performance was classified into two groups, one with a score below the median and another above the median. The differences in median scores according to the variables were tested using the Mann-Whitney, Kruskal-Wallis, or non-parametric trend analysis. Logistic regression analysis was used to assess the association of the score variable with the other variables. The analyses were carried out using the Stata version 13.0 program, using a value of p<0.05 for the statistical decision. Results It was observed that the profile of graduating students was composed mainly of female individuals (92.5%), self-declared white (90.8%), and mostly coming from private schools (65.8%). Those who had some type of income obtained a higher score in Exame Nacional de Desempenho dos Estudantes compared to those who did not have an income (61.8 vs. 57.4, respectively, p=0.010), and the curricular change seems to be the main variable in the chances of obtaining a score above the median of the course (OR: 1.92, p=0.046). Conclusion Financial status and curriculum change were associated with the academic performance of the assessed students. These results can be used as a reference for investigations in other institutions, public or private, of different courses and, thus, assist in planning more effective educational policies.

show abstract

Section: Discussionmentioning

confidence: 99%

Factors associated with the academic performance of Nutrition students at a public university in southern Brazil

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Therefore, the health professional focus should exceed the cited factors and include social and economic issues, which play a role in how one deals with food preferences, choices, and intake. One of the responsibilities of the Food and Nutrition Education (FNE) discipline-present in the Nutrition curriculum in Brazil-is to contribute to the deconstruction of the biological approach to nutrition, promoting a broader view of eating behavior, emphasizing the need to value the social, economic, and cultural aspects that involve food [23]. However, professors' understanding of FNE, their work hours, and employment by private or public universities may be limited, affecting nutrition students' education [23].…”

Section: Discussionmentioning

confidence: 99%

“…One of the responsibilities of the Food and Nutrition Education (FNE) discipline-present in the Nutrition curriculum in Brazil-is to contribute to the deconstruction of the biological approach to nutrition, promoting a broader view of eating behavior, emphasizing the need to value the social, economic, and cultural aspects that involve food [23]. However, professors' understanding of FNE, their work hours, and employment by private or public universities may be limited, affecting nutrition students' education [23]. A limited notion of FNE may result in a decontextualized or inadequate education of future professionals impacting the development of abilities needed for professional activities, and probably, on the way they perceive obesity [56].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Do Registered Dietitians, Nutrition Students, and Laypeople Perceive Individuals with Obesity Differently?

Cassiano

Ferreira

Buckland

et al. 2021

IJERPH

View full text Add to dashboard Cite

(1) Background: Obesity is associated with significant social consequences, and individuals with obesity are regularly affected by weight-related stigmatization experiences. This study compares antifat attitudes among registered dietitians (RD), nutrition students, and laypeople and assesses which factors related to the perceived causes of obesity influence these attitudes. (2) Methods: An online survey was conducted in Brazil with RD (n = 336), nutrition students (n = 300), and laypeople (n = 403) with questionnaires assessing antifat attitudes and perceived causes of obesity. (3) Results: All groups presented low antifat attitudes. Minor differences in antifat attitudes were found among the three groups. Compared to RDs and nutrition students, laypeople presented higher Weight Control/Blame scores, but with a small effect size (η2 = 0.01). Weight bias was predicted by age, sex, and body mass index. External, social, and financial factors were not perceived to be very important in the development of obesity by RD and students. (4) Conclusions: Since slight differences were seen among RD and students compared to laypeople, and some perceptions of the causes of obesity indicate a stigmatized view. It is essential to place a greater focus on educating and updating these health professionals and students about weight stigma and its consequences for the mental and physical health of individuals.

show abstract

“…À luz dos avanços na área de saúde frente aos aspectos na formação e avaliação curricular, várias são as correntes teóricas que defendem experiências pautadas em novos cenários e que estimulam o debate sobre lançar mão de estratégias capazes de promover maior proximidade entre o que se ensina nos cursos de Nutrição e o que efetivamente se faz no dia a dia do profissional nos diversos campos de trabalho. Assim, propicia-se ao futuro nutricionista compreender as dificuldades e possibilidades da sua atuação e permite a construção de subsídios para que possa buscar estratégias para superar tais situações, desenvolvendo seu trabalho e atendendo às demandas sociais por direitos, em especial por saúde alimentar (Recine et al, 2014(Recine et al, , 2018Almeida, Recine & Fagundes, 2020). O alcance desses aspectos reforça a importância da continuidade de (re)construção e avaliação do PCC (Bollela & Castro, 2014), pois segundo Sordi, Mendes e Cyrino (2020), a evolução contínua das DCN e currículos com estratégias inovadoras não nos autoriza a entender que está garantido, na prática, algo novo, promotor de rupturas do modelo pedagógico hegemônico de ensino superior.…”

Section: Introductionunclassified

Validação e aplicação de questionário de avaliação do Projeto Pedagógico do Curso de Nutrição de uma universidade pública na percepção dos estudantes, estagiários, preceptores e professores

Stringhini

Freitas

Guimarães

et al. 2021

RSD

View full text Add to dashboard Cite

Este estudo se propôs a validar um questionário de avaliação do Projeto Pedagógico do Curso de Nutrição de uma universidade pública brasileira na percepção dos estudantes, estagiários, preceptores e professores; aplicar este questionário recém-validado; e analisar os resultados. Quatro instrumentos de avaliação foram elaborados por meio de escala tipo Likert, com cinco dimensões: competências gerais para a formação do estudante; processo ensino-aprendizagem; avaliação dos estudantes; contribuição do componente curricular para a formação profissional e relação interpessoal entre a equipe de estágio. As duas primeiras dimensões foram aplicadas para todos os respondentes; a terceira, dimensão, exceto para os preceptores; a quarta foi aplicada apenas para os estudantes e, a última, para estagiários e preceptores. Após a etapa de validação, o questionário foi aplicado e obteve-se 569 respostas: 464 de estudantes, 34 de estagiários, 27 de preceptores e 47 de professores. As dimensões avaliadas apresentaram percepção positiva (média >3,00), exceto a dimensão "Contribuição da disciplina para a formação profissional", considerada percepção de atenção para os estudantes (média 2,99). As cinco dimensões avaliadas apresentaram lacunas e aspectos a serem aprimorados. No entanto, os objetivos do curso foram atendidos e a avaliação evidenciou que os procedimentos metodológicos de ensino devem ser revistos e renovados. Concluiu-se que o estudo validou um instrumento em conteúdo e confiabilidade na percepção dos envolvidos e permitiu fomentar reflexões aprofundadas sobre as competências gerais para formação acadêmica do estudante. Esses aspectos permitiram uma avaliação global e trouxeram importantes subsídios para uma proposta pedagógica para o curso estudado.

show abstract

Objectives and Competencies in Food and Nutrition Education in the Brazilian Undergraduate Nutrition Program

Cited by 9 publications

References 16 publications

Factors associated with the academic performance of Nutrition students at a public university in southern Brazil

Factors associated with the academic performance of Nutrition students at a public university in southern Brazil

Do Registered Dietitians, Nutrition Students, and Laypeople Perceive Individuals with Obesity Differently?

Validação e aplicação de questionário de avaliação do Projeto Pedagógico do Curso de Nutrição de uma universidade pública na percepção dos estudantes, estagiários, preceptores e professores

Contact Info

Product

Resources

About