Lordly Daphne, MacLellan Debbie
Department of Applied Human Nutrition, Mount Saint Vincent University, Halifax, NS, Canada.
Can J Diet Pract Res. 2012 Spring;73(1):7-13. doi: 10.3148/73.1.2012.7.
Students' identity development and professional socialization during dietetic education were explored.
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.
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.
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.
探讨营养学教育过程中学生的身份认同发展和职业社会化。
来自两所大学的13名本科营养学专业学生基于塞德曼的现象学方法完成了三次深度访谈。这些学生处于不同的教育阶段。采用女性主义形式的归纳主题分析法对数据进行分析。
营养学专业学生带着对健康、助人或食品与营养的广泛兴趣进入教育过程。营养学教育的学术和实践部分为学生提供了机会，使他们能够细化个人兴趣，以便重新构想自己在该职业中的位置。职业社会化和身份认同发展的复杂性得以凸显，因为一些学生的关注点转向成为实习生而非营养师。学生们改变自己的身份，以满足他们认为获得实习机会所期望或必需的要求。实习竞争和项目环境会影响这种转变。
职业身份认同发展在营养学教育之前就已开始，并在该教育背景下发展，体现了人与事件的交集。认识和理解这些复杂性可为营养学教育工作者带来战略性招聘、明智的课程改革和职业发展机会，这将增强他们在职业社会化过程中支持学生的能力。
