Is it possible to enhance the confidence of student dietitians prior to professional placements? A design‐based research model

Ross, Lynda; Mitchell, Lana; Williams, Lauren

doi:10.1111/jhn.12479

Cited by 16 publications

(13 citation statements)

References 18 publications

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“…A total of 68 studies met the inclusion criteria and were included in this review . Fifty‐seven studies were identified from the search of 3779 records (Figure ) with an additional 11 studies identified through hand searching.…”

Section: Resultsmentioning

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: Resultsmentioning

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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“…8,10−12 Such SBLEs allow student practice without risk to patient safety 1,13,14 while promoting the development of student professionalism and resilience. 15 Within university-based education of health professionals, SBLEs are applied to increase student preparedness 2,16 and perceived confidence to perform on clinical placement 3,4 and as an assessment tool. 5,6 Simulation-based learning experiences can offer on-demand scenarios and purpose-developed cases to provide learners with experiences they may not otherwise encounter because of the limitations of clinical placement.…”

Section: Introductionmentioning

confidence: 99%

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

O’Shea

Palermo

Rogers

et al. 2020

Journal of Nutrition Education and Behavior

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Objective: Simulation-based learning experiences (SBLEs) are widely used in education for health professionals, but this literature has not yet been synthesized for dietetics. The aim of this study was to describe presupervised practice SBLEs using simulated patients within programs credentialing dietitians. Methods: A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A total of 8 databases were searched (MEDLINE by EBSCO HOST, CINAHL Plus with Full Text, Web of Science, PsycINFO, Scopus, ERIC ProQuest, Embase, and ProQuest Education) for studies published up to November 2, 2018 with the terms "dietitian," "standardized patient," "student," and their synonyms. Results: Fourteen out of 740 studies were identified. Most focused on development/assessment of communication and counseling skills. Learning outcomes were measured in 12 studies with 8 different tools. Conclusions and Implications: The dietetics profession needs robust and consistent reporting methods to enable the development of a high-quality body of evidence on SBLEs. The quality and quantity of SBLE research need to improve to ensure that simulations are pedagogically sound and are accompanied by measures of quality and impact on learning.

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“…Another study by Ross, Mitchell, & Williams (2017) was conducted, which dealt with the factors that increase self-esteem and enhance students' success factors in life. The method used was DBR approach and designing a proper diet and examining its effect on the success of the curriculum and social programs.…”

Section: Dbr Applicationmentioning

confidence: 99%

“…After the planning of the project, a curriculum improvement evaluation was carried out. The results of statistical tests and data analysis as well as the views of project researchers could provide a useful framework for better evaluation and effective monitoring of the project (Ross, Mitchell, & Williams, 2017).…”

Section: Dbr Applicationmentioning

confidence: 99%

Design-Based Research: Definition, Characteristics, Application and Challenges

Vaezi¹,

Moonaghi²,

Golbaf³

2019

JEBS

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In recent years medical education has developed dramatically, but lecturers often cite the existence of a gap between theoretical and practical knowledge. In the first decade of the present century, new research methodology named “design-based research (DBR)” was developed, which most experts and journals refer to as a fundamental way to make changes in the quality and applicability of studies and educational research as well as to enhance and improve the practice of instruction. The aim of the present study was introducing design-based research and its concepts, features, applications, and challenges. A narrative review was conducted in 2018. For this purpose, authorized English academic database including Web of Science, Science Direct, Google Scholar, international database and library in medical research filed with keywords including “design-based research, definition of DBR, DBR applications, medical education, and DBR challenges” without date limitation until 2018.11.21 were screened. Overall, 68 articles were selected and after careful reading, 21 article with related subjects were selected for material extraction. The conclusion was made that DBR that combines empirical research with design-based theories could be considered as an effective method for understanding quality, time and the cause of the phenomenon of educational innovation in practice. Usually DBR is formed by initial evaluation of a problem that occurs in a particular context, and this assessment continues throughout design and implementation. One of the characteristics of DBR is the guiding team, which includes researchers, professionals, designers, managers, teachers, trainers and others whose expertise and knowledge may in some way help. The application of DBR in web-based training programs is quite evident. The probability of non-returns in short-term projects is one of the main challenges of DBR. Medical education has developed dramatically in recent years, but it has made little progress in promoting innovative research methodologies. DBR can be used as a bridge between theories and practice and provide the basis for close communication between researchers, designers, and participants. By applying sophisticated methods and multiple sources of information, the success rate of an intervention in a particular environment is assessed, which ultimately leads to improved theories.

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Is it possible to enhance the confidence of student dietitians prior to professional placements? A design‐based research model

Abstract: Design-based research provides a useful framework for improvement to curricula and, in this case, was successful in enhancing student confidence in preparation for professional placement.

Cited by 16 publications

References 18 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

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

Design-Based Research: Definition, Characteristics, Application and Challenges

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