Department of Family Relations and Applied Nutrition, University of Guelph, Guelph, Ontario, Canada.
Department of Family Relations and Applied Nutrition, University of Guelph, Guelph, Ontario, Canada.
J Nutr Educ Behav. 2020 Apr;52(4):377-384. doi: 10.1016/j.jneb.2019.09.022. Epub 2019 Nov 5.
To investigate the impact of simulated patients on dietetics students' and interns' communication and nutrition-care competence.
Pre-post observational study in which students' communication and nutrition-care competence was evaluated during the first and final clinical nutrition simulations in winter, 2017.
University of Guelph, Canada.
Seventeen undergraduate students enrolled in Applied Clinical Skills (NUTR4120) and 15 graduate students/interns enrolled in Practicum in Applied Nutrition II (FRAN6720).
Selected communication and nutrition-care performance indicators (PI) (undergraduates = 18; graduate = 33) included in the Canadian Integrated Competencies for Dietetic Education and Practice, each measured out of a maximum of 3 points.
Grand means of communication and nutrition-care PI scores were compared across 2 time points using paired t tests, at a significance level of .05.
Undergraduates' (n = 15) communication and nutrition-care PI scores increased by 0.9 ± 0.35 (49.7%) and 0.8 ± 0.22 (45.8%) points, respectively (both P < .001). Graduate students' communication and nutrition-care PI scores increased by 0.4 ± 0.45 (18.5%) and 0.7 ± 0.59 (37.9%) points, respectively (both P < .01).
Simulated patients incorporated into clinical nutrition courses increase dietetics students' and interns' communication and nutrition-care competence. More research using comprehensive practice-based competency assessment tools is needed in larger samples of students and interns.
调查模拟患者对营养学生和实习医生沟通和营养护理能力的影响。
在 2017 年冬季第一次和最后一次临床营养模拟中，对学生的沟通和营养护理能力进行了前后观测研究。
加拿大圭尔夫大学。
17 名入读应用临床技能（NUTR4120）的本科生和 15 名入读应用营养实习 II（FRAN6720）的研究生/实习生。
纳入加拿大综合营养教育和实践能力的选定沟通和营养护理表现指标（PI）（本科生=18；研究生=33），每项指标最高得分为 3 分。
使用配对 t 检验比较两个时间点的沟通和营养护理 PI 得分的总和，显著性水平为.05。
本科生（n=15）的沟通和营养护理 PI 得分分别增加了 0.9±0.35（49.7%）和 0.8±0.22（45.8%），均为（均 P<.001）。研究生的沟通和营养护理 PI 得分分别增加了 0.4±0.45（18.5%）和 0.7±0.59（37.9%），均为（均 P<.01）。
将模拟患者纳入临床营养课程可提高营养学生和实习医生的沟通和营养护理能力。需要使用更全面的基于实践的能力评估工具，对更多学生和实习医生进行更大样本的研究。
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