Survey of disability‐related content in Australian dietetics programs

Butler, Shannon; Kellett, Jane; Bacon, Rachel; Byron, Annette

doi:10.1111/1747-0080.12395

Cited by 6 publications

(5 citation statements)

References 8 publications

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confidence: 99%

“…The introduction of the National Disability Insurance Scheme in Australia is an example of an environmental shift that has implications for dietetic practice, training and workforce planning. Butler et al 23 surveyed course contacts from accredited dietetics programs to gain insight into how disability-related topics were addressed during dietitian undergraduate and postgraduate master's training. The development of policy documents such as role statements and core standards along with online learning modules can be key KT tools to ensure evidence-based practices are taught and practiced by those entering this emerging area of dietetic practice.…”

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confidence: 99%

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Thirsk¹

2018

Nutrition & Dietetics

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confidence: 99%

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confidence: 99%

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Thirsk¹

2018

Nutrition & Dietetics

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“…The remaining 18 potential articles underwent full text review and were assessed against the eligibility criteria, resulting in 14 included articles describing dietetics education or credentialing research. Of these studies, three focused on competency standards, 23 , 24 , 25 four on assessment, 26 , 27 , 28 , 29 five on curriculum, 30 , 31 , 32 , 33 , 34 and two on continuing education 35 , 36 (Table 2 and Figure S1 ). These characteristics were reviewed by the authors with the aim of identifying one published example from scientific, 28 interpretive 31 and critical 24 approaches that could best illustrate the stated philosophy and be critiqued for internal coherence.…”

Section: Resultsmentioning

confidence: 99%

Internal coherence matters: Lessons for nutrition and dietetics research

Palermo

Reidlinger

Rees

2021

Nutrition & Dietetics

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Aim Internal coherence in research refers to the alignment between ontology (nature of reality), epistemology (nature of knowledge), axiology (values), methodology and methods and is an important but often overlooked element of research quality. We therefore aimed to illustrate the concept of internal coherence in nutrition and dietetics research, and its importance beyond individual elements of study quality. Method A targeted literature search in Nutrition and Dietetics was used to identify research illustrating one example of three main approaches to research (scientific, interpretive and critical inquiry) published between November 2017 and November 2020. Studies were included if they related to education research based on the expertise of the authors, and illustrated diverse points about internal coherence. The authors independently critiqued included studies for internal coherence and synthesised their findings. Results From 76 manuscripts, 14 were identified as describing education research. Of the three selected studies that were critiqued, all had elements of internal coherence, in particular alignment between epistemology and methodology. However, each had elements of misalignment too, specifically between epistemology, axiology and method. The results point to the profession's historical groundings privileging the scientific approach, showing how this can yield misalignments, particularly when describing the limitations of interpretive and critical inquiry approaches. Conclusion This review demonstrates the importance of internal coherence as a marker of quality, over and above existing quality assessment checklists for qualitative and quantitative methodologies. As such, it can help authors, reviewers and editors to improve the quality of nutrition and dietetics research and its reporting.

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“…Some questions were designed to probe the perspectives of course convenors regarding the role of dietitians in ED treatment and their employment opportunities. The content validity of the question guide was addressed through the researchers' experience with dietetics course delivery and/or familiarity with the clinical area and guided by a previous study investigating disability-related content taught in accredited dietetic programs [ 22 ]. The collective knowledge and expertise embedded within the research team enabled meaningful content validity of the question guide so that it was relevant in relation to the project’s intent.…”

Section: Methodsmentioning

confidence: 99%

Exploring the eating disorder curricula of accredited university dietetic programs in Australia and New Zealand

et al. 2023

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Background Dietitians are viewed as integral members of the multidisciplinary treatment team for people with eating disorders (EDs). However, low levels of perceived confidence, competence, and willingness to practice in this clinical area, have been reported by dietitians and student dietitians. As the extent of ED-specific knowledge and skills-based training within tertiary accredited dietetic programs is currently unknown, this research aimed to: (1) obtain insights into the current ED-specific knowledge base and training content of dietetic curricula in both Australian and New Zealand universities; (2) understand the perspectives of course convenors regarding the role of dietitians in ED treatment and their employment opportunities; and (3) identify gaps and opportunities for improving university programs and the dietetic workforce. Methods Course convenors (or their nominated representative) of Australian and New Zealand accredited dietetic programs were invited to participate in a semi-structured virtual interview. A purpose-built question guide was developed to explore the inclusion and/or integration of ED-specific content into the curricula, and the perspectives of course convenors toward the role of dietitians in the treatment of EDs, and their employment opportunities. The interviews were audio recorded, transcribed verbatim, and analysed qualitatively using inductive thematic analysis. Results Thirteen participants who represented 14 universities and 19 individual accredited dietetic programs, were interviewed, with some participants representing more than one university. Three dominant themes emerged: (1) varying ED-specific content and training in dietetic programs; (2) unclear dietitian's role in the treatment of EDs, and (3) contrasting views regarding ED clinical practice and employment. Conclusions ED-specific content was embedded within all the dietetic programs investigated in this study. However, this content was generally limited to an introductory level, with notable variations found between the depth of content and the type of training provided. Risk-mitigation skill development, such as screening for EDs, and early identification of symptoms, also varied between programs. Therefore, it is recommended that ED-specific skill development and knowledge is enhanced within Australian and New Zealand university programs, to support effective, safe, and timely care for people with EDs. This research has implications for current and future university dietetic program development and the broader dietetic workforce.

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Survey of disability‐related content in Australian dietetics programs

Cited by 6 publications

References 8 publications

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Internal coherence matters: Lessons for nutrition and dietetics research

Exploring the eating disorder curricula of accredited university dietetic programs in Australia and New Zealand

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