McCormack Joanna, Rutherford Shannon, Ross Lynda J, Noble Christy, Bialocerkowski Andrea
School of Health Sciences and Social Work, Griffith University, Gold Coast, Queensland, Australia.
School of Medicine and Dentistry, Griffith University, Gold Coast, Queensland, Australia.
Nutr Diet. 2023 Apr;80(2):143-153. doi: 10.1111/1747-0080.12795. Epub 2023 Jan 29.
Globally, sustainability and planetary health are emerging as areas of critical importance. In 2015, the 2030 Agenda for Sustainable Development was adopted by the United Nations member states. Since then, the United Nations Educational, Scientific and Cultural Organization and the Commonwealth Secretariat have published guidelines for educators to embed sustainability content into curricula. This scoping review aims to identify how student dietitians learn about sustainability, how learning opportunities are evaluated, their outcomes, and whether these guidelines have translated into teaching activities contained in dietetic degrees.
A scoping review was used to address the aims. Eight electronic databases and Google Scholar were searched from inception to March 2022 for articles describing dietetics students' participation in learning activities focused on sustainability. Data that addressed the research aims were charted independently by two researchers, then narratively synthesised.
Twelve articles met the inclusion criteria. A range of teaching approaches and evaluation methods were used, from passive learning in lectures to experiential learning activities. A change in knowledge or behaviour was found for experiential learning activities (n = 5). For articles published after 2015 (n = 9), two mentioned the Sustainable Development Goals and no articles referenced the published guidelines.
A paucity of evidence exists describing how dietetics students learn about sustainability and their learning outcomes. Of the 12 articles published, varied teaching approaches and evaluation methods have resulted in inconsistencies in the reporting of outcomes. The minimal reference to the Sustainable Development Goals and published guidelines suggests a slow translation of knowledge to practice.
在全球范围内，可持续发展和地球健康正成为至关重要的领域。2015年，联合国会员国通过了《2030年可持续发展议程》。自那时起，联合国教育、科学及文化组织和英联邦秘书处已发布指导方针，供教育工作者将可持续发展内容纳入课程。本范围综述旨在确定学生营养师如何学习可持续发展知识、学习机会如何评估、其成果如何，以及这些指导方针是否已转化为营养学学位课程中的教学活动。
采用范围综述来实现这些目标。检索了8个电子数据库和谷歌学术，从建库至2022年3月，查找描述营养学学生参与聚焦可持续发展的学习活动的文章。两位研究人员独立绘制涉及研究目标的数据，然后进行叙述性综合分析。
12篇文章符合纳入标准。使用了一系列教学方法和评估方法，从讲座中的被动学习到体验式学习活动。体验式学习活动（n = 5）带来了知识或行为的改变。对于2015年后发表的文章（n = 9），两篇提到了可持续发展目标，没有文章引用已发布的指导方针。
关于营养学学生如何学习可持续发展知识及其学习成果的证据匮乏。在已发表的12篇文章中，多样的教学方法和评估方法导致成果报告不一致。对可持续发展目标和已发布指导方针的引用极少，这表明知识转化为实践的进程缓慢。
