J Acad Nutr Diet. 2019 Jun;119(6):957-971. doi: 10.1016/j.jand.2019.01.007. Epub 2019 Mar 14.
Professionalism of health care practitioners is central to safe and ethical health care, and forms part of the trust that the public places in health care practitioners. Lapses in professionalism in health care present considerable challenges and can have serious consequences and outcomes. Teaching, learning, and assessing professionalism is an important component of nutrition and dietetics education. There is scant peer-reviewed published research related to professionalism in nutrition and dietetics. Providing a definition of professionalism will support progress in curriculum planning and design, teaching, learning and assessment of students, and ongoing professional development of educators and practitioners.
The aim of this study was to conceptualize and define professionalism for the purpose of teaching nutrition and dietetics.
This study included a critical systematic literature review of original research and a targeted and systematic search of national and international dietetics competency standards, exploring the concept and definitions of professionalism in nutrition and dietetics. Competency standards were chosen as an additional focus in the systematic literature search, as they are the key framework documents that guide curriculum development and education standards internationally. Thematic analysis was used to synthesize extracted data and an inductive, interpretivist approach was then applied in conceptualizing a definition of professionalism.
Seven studies and six national and international sets of competency standards were included in the literature review. Four major themes conceptualizing a definition of professionalism for nutrition and dietetics were identified from the integration of the original research and targeted gray literature reviews: 1) personal attributes; 2) interpersonal communication; 3) approach to practice; and 4) commitment to lifelong learning.
Defining professionalism for nutrition and dietetics supports progress toward shared understandings, building trust, and assisting in dietetics education and practice. It can be used to support and extend teaching, learning, and assessment of professionalism.
医疗从业者的专业精神是安全和合乎道德的医疗保健的核心，也是公众对医疗从业者信任的一部分。医疗保健中的专业精神失误带来了相当大的挑战，并可能产生严重的后果和结果。教授、学习和评估专业精神是营养与饮食学教育的重要组成部分。关于营养与饮食学的专业精神，几乎没有经过同行评审的已发表研究。提供专业精神的定义将支持课程规划和设计、学生的教学、学习和评估，以及教育者和从业者的持续专业发展。
本研究旨在为营养与饮食学的教学概念化和定义专业精神。
这是一项对原始研究的批判性系统文献回顾，以及对国家和国际饮食学能力标准的有针对性和系统搜索，探索了营养与饮食学专业精神的概念和定义。选择能力标准作为系统文献搜索的一个额外重点，是因为它们是指导国际课程开发和教育标准的关键框架文件。主题分析用于综合提取的数据，然后应用归纳的、解释主义的方法来概念化专业精神的定义。
文献综述包括七项研究和六项国家和国际饮食学能力标准。通过整合原始研究和针对性灰色文献综述，确定了概念化营养与饮食学专业精神定义的四个主要主题：1）个人属性；2）人际沟通；3）实践方法；4）对终身学习的承诺。
为营养与饮食学定义专业精神有助于共同理解、建立信任，并有助于饮食学教育和实践。它可以用于支持和扩展专业精神的教学、学习和评估。
