School of Health and Behavioural Sciences, University of the Sunshine Coast, Sippy Downs, Queensland, Australia.
Monash Centre for Scholarship in Health Education, Monash University, Clayton, Victoria, Australia.
Nutr Diet. 2021 Nov;78(5):544-552. doi: 10.1111/1747-0080.12654. Epub 2021 Jan 26.
A concept-based approach to dietetic curriculum design has been proposed to prevent content overload and promote critical thinking. Fifty-six concepts were identified in a previous study. The aim of the present study was to investigate whether the dietetic profession views these concepts as representative of current practice and key for nutrition and dietetics education, and identify any new or emerging concepts.
Accredited Practising Dietitians (APDs) were invited to participate in a self-administered online survey that included scale responses on the relevance of the 56 concepts and open-ended suggestions of additional concepts. Respondent characteristics were also collected.
Ninety-eight APDs completed the survey. Greater than 65% of respondents agreed/strongly agreed that all 56 concepts were relevant. There was less agreement on the concepts of acid-base balance; leadership; management; physical activity, exercise and health; quality assurance and improvement; risk; safety; stakeholder; standards; sustainability; systems and technology and health informatics. Respondents working in regional, rural and remote areas were less likely to agree that leadership was a key concept (χ = 4.45, P = .035). Respondents working in teaching and education were more likely to agree that sustainability was a key concept (χ = 7.02, P = .008). No new concepts were identified.
The existing 56 concepts were considered key for nutrition and dietetics education. Although the respondents to this survey view these concepts as relevant to current practice, this may not represent the entire profession. It is yet to be determined if the concepts will meet future priorities for the dietetic workforce.
提出了一种基于概念的饮食课程设计方法，以防止内容过载并促进批判性思维。在之前的研究中确定了 56 个概念。本研究旨在调查营养和饮食教育专业人士是否认为这些概念代表了当前的实践，并且是关键，以及是否确定了任何新出现的概念。
邀请认证执业营养师（APD）参加一项自我管理的在线调查，该调查包括对 56 个概念的相关性进行量表评估以及对其他概念的开放性建议。还收集了受访者的特征。
98 名 APD 完成了调查。超过 65%的受访者同意/强烈同意所有 56 个概念都是相关的。对于酸碱平衡、领导力、管理、体力活动、锻炼与健康、质量保证与改进、风险、安全、利益相关者、标准、可持续性、系统与技术和健康信息学等概念的认同度较低。在农村和偏远地区工作的受访者不太可能同意领导力是一个关键概念（χ²=4.45，P=0.035）。在教学和教育领域工作的受访者更有可能同意可持续性是一个关键概念（χ²=7.02，P=0.008）。没有发现新的概念。
现有的 56 个概念被认为是营养和饮食教育的关键。尽管参与这项调查的受访者认为这些概念与当前的实践相关，但这可能并不代表整个专业。这些概念是否能满足未来营养师队伍的优先事项，还有待确定。
