Professional training in the context of food and nutrition security

Abstract

The concepts necessary to act within the context of food and nutrition security are related to a humanistic approach, the unity of theory and practice, the nutritionist's role as educator, teamwork and reflection on public health.

Educational training of nutritionists in Public Health Nutrition: A systematic review

“…However, undergraduate programs still need to provide high quality and effective teaching in order to meet the social demands [13] and a more comprehensive curriculum that goes beyond the biologicist model focus of the undergraduate nutrition courses [11,24,25].…”

“…According to Pinheiro et al [11], Vieira & Cervato-Mancuso [24], Recine et al [25], there is a certain linear approach in the teaching of Public Health in the education of nutritionists. This indicates the educational training offered focuses on theoretical aspects in the initial years of undergraduate courses, whereas field practice classes are offered at the end of the program.…”

“…It is worth mentioning that the relationship between theory and practice was evaluated as a decisive factor for the development of skills and competencies in the educational training provided, and the practical experience in "nutrition" care was evaluated as an opportunity to contextualize and deepen the knowledge acquired [11,13,24]. However, practical activities were considered insufficient, and there was a lack of teacher supervision.…”

“…However, practical activities were considered insufficient, and there was a lack of teacher supervision. The student assumes the responsibilities and plays the role of a professional during the curricular internship [11,24,27]. The length, frequency, and workload of internships in PHN are usually low and vary among the countries and higher education institutions [14,23,25,26,[28][29][30].…”

Ensino Superior: A Psicologia Na Formação Do Nutricionista

“…Justifica-se que entre os Cursos de Saúde, o de Nutrição foi o que apresentou menor expansão da carga horária; entretanto, a ampliação da carga horária, por si só, não acarreta em melhora da formação dos alunos, sendo necessário repensar todo o modelo curricular 16 . Um estudo sobre treinamento profissional no contexto de segurança alimentar e nutricional evidenciou, a partir de entrevistas com nutricionistas e docentes de cursos de Nutrição do município de São Paulo, a fragmentação dos currículos, dificultando a aproximação entre teoria e prática, bem como deficiências quanto à abordagem humanística na formação dos nutricionistas 17 . Outro texto, sobre a implantação de um projeto pedagógico em um Curso de Nutrição, aponta a emergência do debate sobre as mudanças na formação no Ensino Superior, que estão acontecendo em todo o país.…”