Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Notting Hill, Victoria, Australia.
Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Notting Hill, Victoria, Australia.
J Acad Nutr Diet. 2022 Nov;122(11):2036-2049.e4. doi: 10.1016/j.jand.2022.03.015. Epub 2022 Mar 25.
The transition from student to dietitian is an implicit expectation of dietetic education. Although there has been an expanding literature around elements of competency-based education, little attention has focused on sociocultural aspects of learning and professional identity formation in dietetic education.
The aim of this study was to explore sociocultural factors in dietetics education influencing the transition into the profession from the perspective of dietetics students and educators.
An exploratory qualitative study underpinned by social constructionism.
PARTICIPANTS/SETTING: From March 2018 until June 2019, interviews (individual and group) with final-year students (n = 22), dietetic preceptors (n = 27), and university faculty members (n = 51) from 17 of the 18 universities in Australia and New Zealand with accredited dietetic programs were undertaken and explored sociocultural factors in dietetic education.
Data were analyzed into key themes using framework analysis and applying the sociocultural theory of landscapes of practice.
Sociocultural factors are powerful influences on the student-professional transition. Dietetic cultures and minicultures of cohesion, conformity, competition, and conflict aversion exist. Boundaries exist within learning environments, which can limit or pose challenges to professional identity formation and transition into the profession.
Stakeholders involved in dietetics education play pivotal roles in shaping the microcultures students learn and work within, which influence and impact socialization and transition into the profession. Opportunities exist to re-vision curriculum and foster positive learning cultures with a focus on sociocultural learning, including supporting boundary crossing and professional identity development.
从学生到营养师的转变是营养教育的隐含期望。尽管围绕基于能力的教育的各个要素已经有了大量的文献，但在营养教育中，学习和专业身份形成的社会文化方面却很少受到关注。
本研究旨在从营养学生和教育者的角度探讨影响营养专业过渡的营养教育中的社会文化因素。
一项基于社会建构主义的探索性定性研究。
参与者/设置：从 2018 年 3 月到 2019 年 6 月，对来自澳大利亚和新西兰 17 所拥有认可的营养计划的大学的最后一年学生（n=22）、营养指导员（n=27）和大学教师（n=51）进行了个人和小组访谈，探讨了营养教育中的社会文化因素。
使用框架分析和应用实践景观的社会文化理论对数据进行了关键主题的分析。
社会文化因素对学生职业过渡有很大的影响。存在营养文化和凝聚力、一致性、竞争和回避冲突的小文化。学习环境中存在界限，这可能会限制或对专业身份的形成和向专业过渡构成挑战。
参与营养教育的利益相关者在塑造学生学习和工作的微观文化方面发挥着关键作用，这些微观文化影响和影响社会化和向专业过渡。存在重新审视课程和培养积极学习文化的机会，重点是社会文化学习，包括支持跨越界限和专业身份发展。
