Department of Food Science and Human Nutrition, University of Florida, Gainesville, 32611 FL, USA.
Nutrients. 2019 May 28;11(6):1202. doi: 10.3390/nu11061202.
As required by the Accreditation Council for Education in Nutrition and Dietetics, undergraduate dietetic programs need to include classroom learning activities to support cultural competence among dietetic students. Though these activities vary in terms of type, length, and engagement, it is not known the impact these activities have on students' general knowledge, attitudes, and beliefs (KAB) towards cultural aspects. Therefore, the study's purpose was two-fold: (1) validate a general cultural KAB instrument for dietetic students, and (2) determine associations among dietetic-related cultural activities and students' KAB.
A general KAB instrument was developed based on a literature review and dietetic curriculum. The original instrument (34 items) consisted of two dimensions (i.e., knowledge and attitudes/beliefs) that was reviewed by content matter experts ( = 4) and a focus group with dietetic graduate students ( = 6), resulting in a 41-item tool. This instrument was further piloted in a diverse population of undergraduate dietetic students across the United States. Exploratory Factor Analysis (EFA) and Cronbach alpha () for internal consistency were conducted. Multiple linear regressions and Spearman correlation analyses determined associations between demographics, activities, and KAB scores. Statistical significance was determined at < 0.05.
Students ( = 187) completed the questionnaire. From the EFA, the Knowledge dimension included 12 items and the Attitudes/Beliefs dimension included 10 items. Internal consistency for the overall instrument ( = 0.86), Knowledge ( = 0.93), and Attitudes/Beliefs ( = 0.74) was high. Students' cultural knowledge was associated ( = 0.30; < 0.05) with cultural-related activities. Similarly, students who had lived or studied abroad had better attitudes and beliefs towards cultural aspects.
The KAB had good validity. Cultural learning activities enhanced cultural knowledge, however to a lesser extent influenced the attitudes and beliefs of dietetic students.
根据营养与饮食学会认证委员会的要求，本科营养项目需要包括课堂学习活动，以支持营养学生的文化能力。尽管这些活动在类型、长度和参与度上有所不同，但目前尚不清楚这些活动对学生的文化方面的一般知识、态度和信仰（KAB）有何影响。因此，本研究的目的有两个：（1）验证针对营养学生的一般文化 KAB 工具，（2）确定与营养相关的文化活动与学生 KAB 之间的关联。
根据文献综述和营养课程制定了一般 KAB 工具。原始工具（34 个项目）由两个维度（即知识和态度/信念）组成，经过内容专家（=4）和营养研究生焦点小组（=6）的审查，形成了 41 项工具。该工具在美国各地的不同本科营养学生中进行了试点研究。进行了探索性因素分析（EFA）和内部一致性的 Cronbach alpha（）。多元线性回归和 Spearman 相关分析确定了人口统计学、活动和 KAB 得分之间的关联。统计显著性水平定为 <0.05。
共有 187 名学生完成了问卷。从 EFA 中，知识维度包括 12 个项目，态度/信念维度包括 10 个项目。整体工具（=0.86）、知识（=0.93）和态度/信念（=0.74）的内部一致性很高。学生的文化知识与文化相关活动呈正相关（=0.30；<0.05）。同样，有过海外生活或学习经历的学生对文化方面的态度和信念更好。
KAB 具有良好的有效性。文化学习活动提高了文化知识，但对营养学生的态度和信念的影响较小。
