Sustainability in Nutrition: Potential Guiding Statements for Education and Practice

Burkhart, Sarah; Verdonck, Michèle; Ashford, Theresa; Maher, Judith

doi:10.1016/j.jneb.2021.03.011

Cited by 8 publications

(37 citation statements)

References 27 publications

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“…The small volume of literature found may reflect the extent to which sustainability is being embedded into curriculum, which is congruent with the findings by Carino et al 12 Several previous studies identified barriers to embedding sustainability into curriculum including insufficient leadership and support, competing priorities, and lack of knowledge and understanding of the subject matter. 22,23 With a range of barriers, 22,23 a lack of genuine examples of what sustainability looks like in practice for dietitians, 5 and a vast array of teaching approaches and evaluation techniques, it is understandable that the uptake into curricula has been low. 12 According to the Kirkpatrick-Barr framework (research question 2), a majority of the articles reported a reaction, a change in attitude, or a change in knowledge/ skills.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 For this reason, sustainability and planetary health are becoming central concepts for dietetics professionals. [3][4][5][6][7] The criticality of sustainability and planetary health to the global population is reflected in the 2030 Agenda for Sustainable Development and the subsequent adoption of the Sustainable Development Goals, 8 by all United Nations Member States. The Sustainable Development Goals, which consist of 17 Goals and 169 targets, aim to 'secure a sustainable, peaceful, prosperous and equitable life on earth for everyone now and in the future' (p6).…”

Section: Introductionmentioning

confidence: 99%

“…19 To achieve this goal, student dietitians must first be exposed to and develop foundational sustainability knowledge, 8,9 and understand how dietitians can impact the food system. 5 The United Nations Educational, Scientific and Cultural Organization (UNESCO), as the United Nations' specialised agency for education, is entrusted to lead and coordinate the global movement to embed the 17 Sustainable Development Goals into all levels of education, and are intended to support all educators with curricula design. 9 The learning initiatives outlined by UNESCO can be used to facilitate students' construction of sustainability knowledge and competency, 9 which can also be applied to dietetics curricula.…”

Section: Introductionmentioning

confidence: 99%

“…With the right knowledge, skills, and scope of practice, dietitians can act as change agents and advocate for the transformation of the food system to a sustainable one through the promotion of sustainable food production practices and facilitating the consumption of healthy sustainable diets, 7,12,15,17,18 which supports local agriculture, the reduction of food waste and conserves the natural environment 19 . To achieve this goal, student dietitians must first be exposed to and develop foundational sustainability knowledge, 8,9 and understand how dietitians can impact the food system 5 …”

Section: Introductionmentioning

confidence: 99%

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How do dietetics students learn about sustainability? A scoping review

McCormack

Rutherford

Ross

et al. 2023

Nutrition & Dietetics

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Aim 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. Methods 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. Results 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. Conclusions 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.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How do dietetics students learn about sustainability? A scoping review

McCormack

Rutherford

Ross

et al. 2023

Nutrition & Dietetics

View full text Add to dashboard Cite

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“…A student-centered talent development program respects the individual, emphasizing their abilities and interests.5. Use developmental science to optimize outcomes for all students (e.g., autonomy-supportive practice (Reeve & Cheon, 2021), nutrition education (Burkhart et al, 2021), and so on. Prioritize your own learning about developmental science, to be a better support for children.6.…”

Section: What To Do?mentioning

confidence: 99%

Weltschmerz and Anomie: The Life and Times of Students With Gifts and Talents in the Early 21st Century

Cross

Cross²,

Cross

2022

Gifted Child Today

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The authors explore the historical context and how it affects gifted students’ psychological and physical well-being. Using Bronfenbrenner’s systems approach, the authors examine events from 1999 to 2022 and how they may have influenced this generation of students. The authors close with ways of dealing with these changes by increasing an ethic of care for one another, dealing with the changes in our times with innovation and creative solutions, and focusing on ways to create a secure world for children that puts care for their positive well-being first.

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