The NOMA track module on nutrition, human rights and governance: Part 1. Perceptions held by Master's students

Marais, Maritha; McLachlan, Milla; Eide, Wenche Barth

doi:10.7196/ajhpe.2016.v8i2.553

Cited by 1 publication

(8 citation statements)

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“…their ability to manage a large volume of literature. [9] Even though international students may be English literate, using a second language may negatively affect their ability to participate optimally during interactive learning opportunities. [10] Based on the findings of this research, it is recommended that the following aspects should be considered during the introduction of any transnational module: introductory lectures on world view, time management and academic writing (including referencing).…”

Section: Discussionmentioning

confidence: 99%

“…Funding was obtained from the Norwegian government (through the Centre for International Cooperation in Education (SIU)). [9] Participating students were registered for a Master's degree in nutrition at their respective universities.…”

Section: Researchmentioning

confidence: 99%

“…[10] In the first part of this series, Marais et al [9] reported the perceptions of NOMA students about the development and process of the NOMA track module, which presented students with different challenges. The objective of this article is to describe attributes associated with professional competence deduced from NOMA students' own accounts of their experiences of the module.…”

Section: Researchmentioning

confidence: 99%

“…Some participants had between 1 and 18 years of working experience as community dietitians, nutritionists, research scientists or cooks, while others had only been registered students with no previous work experience. [9] Methods Data were collected during October and November 2012. As the students resided in different countries, two trained research assistants conducted in-depth interviews (35 -125 minutes) telephonically in English.…”

Section: Researchmentioning

confidence: 99%

“…As reported in the first part of this series, the participants appreciated the module content, study visits, experienced lecturers and interactive teaching style. [9] Another set of themes that emerged related to development of the competence required of nutrition professionals; the attributes displayed by the participants were grouped according to the seven professional CanMEDS roles and are presented in this article.…”

Section: Researchmentioning

confidence: 99%

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The NOMA track module on nutrition, human rights and governance: Part 2. A transnational curriculum using a human rights-based approach to foster key competencies in nutrition professionals

Marais

McLachlan

Eide

2016

AJHPE

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Background. In response to the challenge of the global health needs of the 21st century, four academic institutions in Norway, South Africa and Uganda, each offering a Master's degree in nutrition, collaboratively developed the NOrwegian MAsters (NOMA) track module on nutrition, human rights and governance, integrating a human rights-based approach into graduate education in nutrition. Objective. To capture students' perceptions about the NOMA track module, focusing on the development of key competencies. Methods. Employing a qualitative approach, 20 (91% response rate) in-depth telephonic interviews were conducted with participating students, voice recorded and transcribed. Through an inductive process, emerging themes were used to compile a code list for content analysis of the transcribed text. Relevant themes were reported according to the professionals' roles described by the CanMEDS competency framework. Results. Participation in the module enhanced key competencies in the students, e.g. communication skills and the adoption of a holistic approach to interaction with people or communities. Their role as collaborator was enhanced by their learning to embrace diversity and cultural differences and similarities. Students had to adapt to different cultures and educational systems. They were inspired to contribute in diverse contexts and act as agents for change in the organisations in which they may work or act as leaders or co-ordinators during interaction with community groups and policy makers. Higher education institutions offering transnational modules should support lecturers to manage the inherent diversity in the classroom as a way of enhancing student performance. Conclusion. The development of future transprofessional modules will benefit from the inclusion of desirable key competencies as part of the module outcomes by following a competency by design process.

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Section: Discussionmentioning

confidence: 99%

Section: Researchmentioning

confidence: 99%