Creating the dietitians of the future

Palermo, Claire

doi:10.1111/1747-0080.12376

Cited by 8 publications

(5 citation statements)

References 24 publications

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“…However, strategic and ongoing research is essential to ensure that dietitians have been optimally prepared to practise in the contemporary healthcare environment. With calls to change the way in which dietitians are prepared for practice in Australia, an examination of the Australian scholarship regarding dietetics workforce preparation and preparedness is warranted.…”

Section: Introductionmentioning

confidence: 99%

Dietetics workforce preparation and preparedness in Australia: A systematic mapping review to inform future dietetics education research

Morgan

Kelly

Campbell

et al. 2018

Nutrition & Dietetics

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Section: Introductionmentioning

confidence: 99%

Dietetics workforce preparation and preparedness in Australia: A systematic mapping review to inform future dietetics education research

Morgan

Kelly

Campbell

et al. 2018

Nutrition & Dietetics

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“…Solving content overload in the nursing education curriculum has been a driver for curriculum reform in some nursing faculties in the United States (Brussow, Roberts, Scaruto, Sommer, & Mills, 2019) and New Zealand (McGrath, 2015). With the demand for health professional education to reform to meet the pace of change occurring in healthcare, globalization, and rapid advancements in health technology, there is a need for innovative approaches to guide curriculum to develop dietitians to meet the emerging health priorities of future populations (Palermo, 2017).…”

mentioning

confidence: 99%

Using document analysis to identify core concepts for dietetics: The first step in promoting conceptual learning

Tweedie

Palermo

Wright

et al. 2020

Nursing & Health Sciences

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Concept‐based approaches to curriculum design have been proposed in nursing and health sciences education to address the issue of content overload in curricula but have not been described in dietetics. This study aimed to identify core concepts for the dietetics discipline in Australia and investigate the commonality and differences in these concepts across different dietetic organizations across the world. This study used document analysis of a purposive sample of international dietetics competency or proficiency standards identified from English‐speaking dietetic organizations worldwide. Content analysis was applied to the performance criteria or equivalent from 10 documents (nine organizations) to identify the most common elements. A total of 1,007 statements were analyzed. Fifty‐six concepts were developed. The four most frequent concepts coded across all statements were “critical thinking,” “communication,” “nutrition and dietetic service,” and “quality assurance and improvement.” There were 55 concepts common to all standards. The concept of “food security” was not present in one of the standards from the United States. The concepts that emerged from this study were common across different English‐speaking dietetic organizations across the world. Small differences on the emphasis of concepts, between different competency standards may reflect the health needs; health, political, economic, and social systems; and the cultural context of a country. Identifying core concepts in dietetics is the first step to help to inform curriculum design, which may address overcrowded curricular and promote conceptual learning.

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“…There are opportunities for the profession to look more broadly at the links between nutrition science and dietetics, embracing some of the ideas suggested recently in Great Britain, where the two professions join in partnership . Leadership and advocacy continue to be strong themes in Australian dietetic practice and have now been clearly articulated between proficient and advanced practice …”

Section: Discussionmentioning

confidence: 99%

The contested space: The impact of competency‐based education and accreditation on dietetic practice in Australia

Ash

Palermo

Gallegos

2018

Nutrition & Dietetics

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Themes identified from interviews included: (i) communicating for better care, (ii) scientific enquiry for effective practice, (iii) critical thinking and evidence-based practice and (iv) professionalism, which remained core to dietetic practice over time, but leadership, advocacy, business management and entrepreneurial skills have emerged more strongly as the scope of practice has diversified. The landscape in which dietitians' practice showed increasing complexity and clear boundaries separating professional roles were disappearing. The 2015 CS and the 2017 Accreditation Standards highlighted that competency remains a shifting construct and that professional behaviours change depending on economic and political reasons in the play of power. Accreditation policy and current standards have successfully maintained a standard of dietetic practice across a diverse country but have the potential to constrain innovation.

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Creating the dietitians of the future

Cited by 8 publications

References 24 publications

Dietetics workforce preparation and preparedness in Australia: A systematic mapping review to inform future dietetics education research

Dietetics workforce preparation and preparedness in Australia: A systematic mapping review to inform future dietetics education research

Using document analysis to identify core concepts for dietetics: The first step in promoting conceptual learning

The contested space: The impact of competency‐based education and accreditation on dietetic practice in Australia

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