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

Abstract

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.

Competency‐based assessment in nutrition education: A systematic literature review

“…15 Post-test only outcomes were used to measure effectiveness in the remaining studies. Marais et al 16 evaluated the effectiveness of a module in increasing knowledge and awareness around the relationship between human rights, governance and nutrition. The module lasted for 18 weeks, after which self-reflection interviews were carried out with students.…”

“…After removal of 1679 duplicates, six nutrition only studies were eligible for inclusion (Figure 1 ). Of the six included nutrition studies, four were qualitative 15 , 16 , 17 , 18 and two were quantitative. 19 , 20 Mapping these to the AfN areas of core competency highlighted that a different competency area was assessed within each of the studies.…”

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

“…[4,10] The interactive and participative approach followed in the NOMA track module offered this group of nutrition professionals the unique opportunity to learn how they, as health professionals, could use an HRBA to make a contribution to the realisation of the human right to be free from hunger and achieve nutritional health for all. The way the module affected students' professional competence was reported by Marais et al [9] and indicated an enhanced awareness of their roles as nutrition practitioners.…”

“…[4] Globally, the need for more fully comprehensive courses in human rights has been identified by academics, [4] as short courses and seminars are regarded as inadequate in equipping healthcare professionals to operationalise the HRBA in all spheres of their individual professions. [9] Although these courses should be based on human rights law, procedures and principles, they should be responsive to the context within which they are offered Research and according to various societies' own ideals. [4,10] The interactive and participative approach followed in the NOMA track module offered this group of nutrition professionals the unique opportunity to learn how they, as health professionals, could use an HRBA to make a contribution to the realisation of the human right to be free from hunger and achieve nutritional health for all.…”

“…[9] As much as students benefited from physically being in a developed country (Norway), going to different developing countries provided the opportunity to grapple with issues regarding the implementation of the right to food within the context of a specific country's situation. The sequence in which countries were visited was regarded as optimal.…”