School of Sport and Health Sciences, University of Central Lancashire, Fylde Rd, Preston, Lancashire, PR1 2HE, UK.
School of Allied Health Sciences, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia.
J Hum Nutr Diet. 2021 Feb;34(1):115-123. doi: 10.1111/jhn.12808. Epub 2020 Sep 4.
Healthcare placements in dietetics education contribute significantly to student learning. Exploring students' self-conceptualisation of placement experiences may provide insights to better support learning. Self-determination theory (SDT) has been used to seek insight into clinical and educational settings but has not yet been applied to dietetic placement learning. The present study investigated dietetics students' reflections of key influences on placement learning experiences and their alignment with an SDT framework.
A post-placement two-stage critical incident debrief was conducted with seven successive cohorts (168 students) of dietetic undergraduate students on final placement. In debriefs, students' anonymous themes were collected and discussed, inductively analysed, and then mapped against an SDT framework of psychological and motivational constructs.
Nine key themes were identified that impacted upon placement experiences. Four themes related to framework constructs: (1) Supervisor (and Peer) Autonomy Support; (2) Perceived Competence; (3) Relatedness; and (4) Autonomy and Intrinsic Motivation. Non-SDT themes were also present, including: (5) Learning Environment and Experience; as well as themes about professional behaviours and identity: (6) Teamwork and Interactions; (7) Managing Emotions and Self-Care; (8) Dietetic Communications and Behaviours; and (9) Developing a Professional Identity.
Embedding a structured debrief in the curriculum and using a psychological motivational SDT framework to analyse themes arising can provide valuable information about the learning needs of students on placement with potential for wider application in dietetic learning and teaching and workforce employability. The current findings may have application in university curricula before and after professional placement.
医疗保健在营养学教育中的实习经历对学生的学习有重要影响。探索学生对实习经历的自我概念化可能有助于更好地支持学习。自我决定理论（SDT）已被用于寻求对临床和教育环境的深入了解，但尚未应用于营养实习的学习。本研究调查了营养学生对影响实习学习经历的关键因素的反思，以及它们与 SDT 框架的一致性。
对七批连续的营养本科学生（168 名学生）进行了最终实习后的两阶段关键事件事后反思性简报。在简报中，收集了学生匿名主题并进行了讨论、归纳分析，然后根据 SDT 框架的心理和动机结构进行了映射。
确定了九个影响实习经历的关键主题。其中四个主题与框架结构有关：（1）主管（和同伴）的自主性支持；（2）感知能力；（3）相关性；和（4）自主性和内在动机。也存在非 SDT 主题，包括：（5）学习环境和经验；以及关于专业行为和身份的主题：（6）团队合作和互动；（7）管理情绪和自我保健；（8）营养交流和行为；和（9）培养专业身份。
在课程中嵌入结构化的简报，并使用心理动机 SDT 框架分析出现的主题，可以提供关于学生在实习期间学习需求的有价值信息，可能更广泛地应用于营养学习和教学以及劳动力就业能力。目前的发现可能适用于专业实习前后的大学课程。
