Christie B W, Kight M A
Star Lodge Hospital, Scotts Valley, CA 95067.
J Am Diet Assoc. 1993 Feb;93(2):173-6. doi: 10.1016/0002-8223(93)90834-8.
Practice doctorate (NutritionD) programs that emphasize use of discipline-specific diagnostic assessments have been proposed for clinical dietitians. A preliminary survey of dietitians was conducted to ascertain perceived barriers to use of dietetics-specific diagnostic assessments; interest in earning a practice doctorate, and course topics of perceived importance to selected subspecialties and a practice doctorate curriculum. A questionnaire was developed and administered to a nonrandom sample of 120 dietitians attending a clinical nutrition conference. Response rate was 83%, yielding 100 usable responses. Of the respondents, 60 perceived education to be one of the most limiting barriers to use of diagnostic assessments; 55 expressed interest in earning a practice doctorate. Respondents ranked 22 course topics for perceived importance in each of 14 dietetics subspecialties; 5 topics were categorized as core, 12 as supporting, and 5 as elective. Course topics perceived to be of highest importance in 11 or more of 14 subspecialties were nutritional diagnosis; clinical nutrition examination procedures; advanced diet therapies/nutriotherapeutics; drug-nutrient interactions; and the care process/diagnostic charting. Dietetics-specific diagnosis, which often complements medical diagnosis, is in the process of becoming a standard of practice for many dietitians. Therefore, as seasoned dietitians we are challenged to overcome any possible educational barriers to realization of this new practice. One approach to achieving this educational empowerment would be to direct national study efforts toward components of the proposed curriculum and to develop a practice doctorate option for clinical dietitians.
针对临床营养师，有人提议开设强调使用特定学科诊断评估的实践博士课程（营养博士）。对营养师进行了一项初步调查，以确定在使用营养学特定诊断评估方面感知到的障碍；对获得实践博士学位的兴趣，以及对选定亚专业和实践博士课程来说被认为重要的课程主题。设计了一份问卷，并对参加临床营养会议的120名营养师的非随机样本进行了调查。回复率为83%，得到了100份可用回复。在受访者中，60人认为教育是使用诊断评估的最具限制性的障碍之一；55人表示有兴趣获得实践博士学位。受访者对14个营养学亚专业中每个专业的22个课程主题的重要性进行了排名；5个主题被归类为核心主题，12个为支持性主题，5个为选修主题。在14个亚专业中的11个或更多专业中被认为最重要的课程主题是营养诊断；临床营养检查程序；高级饮食疗法/营养疗法；药物 - 营养相互作用；以及护理过程/诊断记录。营养学特定诊断通常是对医学诊断的补充，正逐渐成为许多营养师的实践标准。因此，作为经验丰富的营养师，我们面临着克服实现这种新实践的任何可能的教育障碍的挑战。实现这种教育赋能的一种方法是将国家研究工作指向提议课程的组成部分，并为临床营养师开发实践博士选项。
