Atkins Jennifer, Gingras Jacqui
Access Alliance: Multicultural Health and Community Services, Toronto, ON, Canada.
Can J Diet Pract Res. 2009 Winter;70(4):181-6. doi: 10.3148/70.4.2009.181.
Nutrition students' expectations for and experiences of their education were explored, as was the influence of the educational process on the students.
In this qualitative research guided by a phenomenological approach, eight students in the first year and six in the final year of an undergraduate program completed semi-structured interviews.
Although the students were diverse in terms of age, ethnicity, and class background, all stated that they wanted to become dietitians. Our findings illuminate the ways in which dietetic education influences students' relationship with food, their bodies, bodies of knowledge, and family and friends. Professionalization, as initiated through discourse, necessitates a particular loss of relationship with the self. Although students enter with an awareness of professional norms and discourses, their education fosters an identity shift based on the kinds of nutrition knowledge and discourses they are learning, as these are performed by educators.
Acknowledging that an embodied curriculum has an impact on professionalization is important for educators and students because education is a critical site for developing a professional identity; this identity then influences how dietitians practise. This research has implications for recruitment language, professional practice curricula, faculty development, the scholarship of teaching and learning, and ongoing support for students as they enter practice contexts.
探讨营养学专业学生对其教育的期望和经历，以及教育过程对学生的影响。
在这项以现象学方法为指导的定性研究中，本科项目一年级的八名学生和最后一年的六名学生完成了半结构化访谈。
尽管学生在年龄、种族和班级背景方面各不相同，但他们都表示想成为营养师。我们的研究结果揭示了营养学教育影响学生与食物、身体、知识体系以及家人和朋友关系的方式。通过话语开启的专业化过程，必然会导致与自我关系的某种丧失。尽管学生入学时就了解专业规范和话语，但他们的教育会促使其身份转变，这种转变基于他们所学的营养知识类型和话语，因为这些是由教育工作者呈现出来的。
认识到体验式课程对专业化有影响，这对教育工作者和学生都很重要，因为教育是形成专业身份的关键场所；这种身份随后会影响营养师的执业方式。这项研究对招生宣传语、专业实践课程、教师发展、教学学术以及学生进入实践环境后的持续支持都有启示。
