The Time Is Now: A Blueprint for Simulation in Dietetics Education

Thompson, Kyle L.; Gutschall, Melissa

doi:10.1016/j.jand.2014.12.001

Cited by 23 publications

(31 citation statements)

References 48 publications

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“…At present, the dietetic profession is considering its possibilities and opportunities in the ever-changing health care landscape. 26,58 Extending the scope of practice and the burgeoning digital space, along with the increasing demand for student placements, will encourage educators to adopt innovative practices 59 to prepare students for supervised practice, of which SBLEs could form a strong component. The development of simulation guidelines specific for dietetics education will provide simulation designers with the tools to face these challenges.…”

Section: Implications For Research and Practicementioning

confidence: 99%

“…24 Comparatively, SBLEs appear to have played a lesser role in the credentialing education of dietitians. 3,25,26 Studies published from the late 1970s to early 2000s largely reported on computer-assisted instruction or computer-based instruction that provided students with scenarios designed to enhance decision making and communication skills. 27−30 These computer-based tools have more recently been replaced with SP simulations.…”

Section: Introductionmentioning

confidence: 99%

“…11,25,31 Monetary grants to assist with simulation resource development, increased exposure of curriculum-based SBLEs through conference presentations, and support for the collaborative development of standards and evaluation tools have been suggested by members of the Academy of Nutrition and Dietetics in the US to encourage uptake and use of SBLEs. 26,31 A review of teaching and skill assessment SBLE activities within Australian university dietetics programs summarized by the professional association identifies a wide and varied use of simulation. 11 However, these results were published but not peer-reviewed and were self-reported by program directors, and no guidelines, best practice terminology, or categorization for the activities were applied.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Implications For Research and Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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“…SBL forms are an integral part of medicine and nursing programs due to the nature of skill development required. Traditionally, SBL is not included in all dietetic programs due to lack of resources to develop high quality, realistic simulation scenarios, as well as access to simulation laboratories, and skilled staff to implement SBL [3]. The use of simulated patients in Objective Structured Clinical Examinations (OSCE) have and still is being used in some dietetic programs to assess dietetic skills [4][5][6] with positive feedback from students as an effective and positive learning experience [5,7,8].…”

Section: Introductionmentioning

confidence: 99%

Perceived Benefits of a Standardized Patient Simulation in Pre-Placement Dietetic Students

2020

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The purpose of this study was to evaluate the effect of a simulation-based learning (SBL) experience on perceived confidence in monitoring and evaluation, as part of the delivery of nutrition care of pre-placement dietetic students, and to describe their perceived value of the learning experience post-placement. A mixed method explanatory sequential study design was used. A confidence appraisal scale was developed and completed by students before (n = 37) and after (n = 33) a low fidelity simulation using a volunteer patient in an acute care setting. Two semi-structured focus group discussions with post-placement students (n = 17) were thematically analysed, grounded in phenomenology. Overall perceived confidence in monitoring and evaluating, as part of nutrition care, improved after the simulation [pre-SBL: 74 (62–83) vs. post-SBL: 89 (81–98.5), p = 0.00]. Two factors emerged to modulate confidence, namely (i) structure and (ii) authentic learning. Structure in turn was modulated by two key factors; safety and process. A low fidelity simulation using a standardised patient can improve students’ perceived confidence in monitoring and evaluation, and a well-structured authentic learning experience was valued and positively perceived by most dietetic students.

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“…A recent review of research in dietetics workforce preparation found that students were the most frequently studied of all participant groups (33) . However, much of the research to date has taken a piecemeal approach and focused on single, selected aspects of student's educational experiences; for example, assessment (34) , simulation (35,36) , problembased learning (37) , interprofessional learning (38,39) , clinical activities (40)(41)(42) , volunteering (43) , research (44,45) and reflective practice (46,47) . Despite this body of evidence, the experiences of dietetics students regarding their education and preparation for the workforce have not been systematically synthesised.…”

Section: Introductionmentioning

confidence: 99%

Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis

Morgan

Campbell

Reidlinger

2018

J Human Nutrition Diet

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Background: Dietetics students are a widely researched group. As emerging dietitians, they can provide valuable insights to inform how dietetics education programmes may be enhanced to meet contemporary healthcare needs. This review aimed to systematically synthesise dietetics students' experiences of dietetics workforce preparation. Methods: MEDLINE, CINAHL, Embase, PsycINFO, ERIC, Informit and ProQuest Dissertations and Theses Global were searched to identify research published until June 2017. Studies investigating dietetics students' experiences of dietetics workforce preparation, and employing qualitative data collection and analysis methods were included. Data analysis was guided by thematic synthesis, where themes were constructed through an iterative and inductive process. Study quality was appraised using the RATS Qualitative Research Review Guidelines. Results: From the 3301 records identified, five studies met the inclusion criteria and the views of 120 dietetics students from two countries over a 9year period were synthesised. The overarching theme of 'navigating through the ups and downs' was underpinned by four main themes: enduring hurdles; reconciling expectations; transforming self; and making and breaking connections. Quality appraisal results rated selection bias as being inadequate/inappropriate across all studies. Conclusions: Dietetics students undertake a transformational journey through dietetics education. They are inspired by seeing what is possible through meaningful encounters with practitioners in diverse settings. However, they are challenged by competitive environments and perceived ideals that are embedded in the profession. Strategies that focus on exposing dietetics students to inspirational practitioners, increasing and celebrating diversity in academic/placement settings, and incentivising collaboration across dietetics education, could act as catalysts to enhance the experience of future dietetics students and the nutrition-related health of those they will serve. 226

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The Time Is Now: A Blueprint for Simulation in Dietetics Education

Cited by 23 publications

References 48 publications

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

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

Perceived Benefits of a Standardized Patient Simulation in Pre-Placement Dietetic Students

Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis

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