Abstract
Aims:
The integration of behaviour change science into dietetics education is crucial for developing competent health practitioners. However, the ability of final placements to provide student dietitians with the opportunity to practice skills for supporting dietary behaviour change is not yet understood. This study aims to explore how placements shape the development of dietetics students' knowledge and skills in behaviour change through the novel approach of drawing on practice educator and student perspectives.
Methods:
Using a constructivist approach, qualitative data were collected through semi-structured interviews with practice educators and focus groups with graduating dietitians. Questions aimed to explore the practice educator role in developing student behaviour change skills and aspects of hospital placement that improved student confidence. Data were transcribed verbatim and analysed using inductive thematic analysis to identify key themes and sub-themes.
Results:
Eleven hospital-based practice educators and eight dietetics graduands participated. Three key themes were identified: (1) limited modelling of behaviour change within a hospital placement; (2) experiential learning needed to consolidate behaviour change skill development; and (3) the need to strengthen behaviour change science in dietetics. Throughout each theme, educators and students described challenges to skill development on placement, such as limited opportunities to practise behaviour change interventions, insufficient attention to behaviour change in feedback and assessment, and differing educator confidence in teaching these skills.
Conclusions:
This study suggests a need to strengthen opportunities for students to link theoretical and practical learning of behaviour change skills to work toward producing a workforce of confident behaviour change agents.
The integration of behaviour change science into dietetics education is crucial for developing competent health practitioners. However, the ability of final placements to provide student dietitians with the opportunity to practice skills for supporting dietary behaviour change is not yet understood. This study aims to explore how placements shape the development of dietetics students' knowledge and skills in behaviour change through the novel approach of drawing on practice educator and student perspectives.
Methods:
Using a constructivist approach, qualitative data were collected through semi-structured interviews with practice educators and focus groups with graduating dietitians. Questions aimed to explore the practice educator role in developing student behaviour change skills and aspects of hospital placement that improved student confidence. Data were transcribed verbatim and analysed using inductive thematic analysis to identify key themes and sub-themes.
Results:
Eleven hospital-based practice educators and eight dietetics graduands participated. Three key themes were identified: (1) limited modelling of behaviour change within a hospital placement; (2) experiential learning needed to consolidate behaviour change skill development; and (3) the need to strengthen behaviour change science in dietetics. Throughout each theme, educators and students described challenges to skill development on placement, such as limited opportunities to practise behaviour change interventions, insufficient attention to behaviour change in feedback and assessment, and differing educator confidence in teaching these skills.
Conclusions:
This study suggests a need to strengthen opportunities for students to link theoretical and practical learning of behaviour change skills to work toward producing a workforce of confident behaviour change agents.
| Original language | English |
|---|---|
| Pages (from-to) | 1-11 |
| Number of pages | 11 |
| Journal | Nutrition & Dietetics |
| DOIs | |
| Publication status | Published - 23 Apr 2025 |