Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences
Abstract
:1. Introduction
2. Materials and Methods
2.1. Sample
2.2. Simulation-Based Learning Experiences with Standardized Patients
2.3. Study Timeline
2.4. Statistical Analysis
3. Results
4. Discussion
Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Starting MNT I | Starting MNT II | Completed MNT II | |
---|---|---|---|
Total Students in Course | 34 | 32 | 32 |
Response Rate (% of course total) | 24 (70.6%) | 21 (65.6%) | 21 (65.6%) |
Healthcare Experience | |||
Yes | 9 (37.5%) | 7 (33.3%) | 10 (47.6%) |
No | 15 (62.5%) | 14 (66.7%) | 11 (52.4%) |
Simulation experiences | |||
Group | 0 | 2 | 3 |
Individual | 0 | 0 | 1 |
Perceived Readiness for Dietetics Practice Variable | Time 1 | Time 2 | Time 3 | p-Value |
---|---|---|---|---|
1. Perceived Readiness for Dietetics Practice | ||||
Readiness to perform as entry level dietitian ^ | 3.08 ± 1.77 | 5.37 ± 2.00 ^ | 6.89 ± 1.63 | <0.0001 * |
2. Professional Role (Likert 1–5) | ||||
Prioritizing patient care needs | 3.61 ± 0.84 | 3.85 ± 0.59 ^ | 4.21 ± 0.42 | 0.0161 * |
Applying leadership skills to achieve desired outcome in various groups | 3.17 ± 0.65 | 3.70 ± 0.66 | 4.11 ± 0.74 ^ | 0.0002 * |
Using evidence-based guidelines, systematic reviews, and scientific literature | 3.17 ± 0.98 | 3.50 ± 0.83 | 4.00 ± 0.75 | 0.0122 * |
Applying critical thinking skills | 3.15 ± 0.55 | 3.07 ± 0.27 | 3.33 ± 0.49 | 0.2553 |
3. Communication (Likert 1–4) | ||||
Communication with healthcare professional | 2.39 ± 0.78 | 2.65 ± 0.75 | 2.68 ± 0.75 | 0.3896 |
Communicating with dietitians and supervisors | 2.48 ± 0.73 | 2.80 ± 0.52 | 2.89 ± 0.66 | 0.0959 |
Demonstrating active participation, teamwork, and contributions in group setting | 2.83 ± 0.65 | 3.00 ± 0.56 | 3.16 ± 0.76 | 0.2757 |
4. Patient interaction (Likert 1–4) | ||||
Using effective education and counseling skills to facilitate behavior change | 2.26 ± 0.75 | 2.68 ± 0.67 ^ | 3.00 ± 0.82 | 0.0087 * |
Communicating with patients from diverse populations (such as being familiar with various cultural foods and habits) | 2.52 ± 0.85 | 2.79 ± 0.79 | 2.84 ± 0.76 | 0.3813 |
Delivering respectful, science-based answers to consumer questions concerning emerging trends | 2.48 ± 0.79 | 2.74 ± 0.81 | 3.11 ± 0.74 | 0.0410 * |
5. Charting (Likert 1–4) | ||||
A–Assessing nutrition status of individuals, groups, and populations in a variety of settings where nutrition care is or can be delivered | 2.35 ± 0.78 | 3.00 ± 0.65 | 3.11 ± 0.66 | 0.0014 * |
D–Diagnosing nutrition problems and creating (PES) statement | 2.04 ± 0.71 | 2.65 ± 0.75 | 2.84 ± 0.69 | 0.0014 * |
I–Planning and implementing nutrition intervention | 2.30 ± 0.76 | 2.75 ± 0.79 | 2.95 ± 0.85 | 0.0325 * |
M&E–Monitoring and evaluating problems, etiologies, signs and symptoms, and the impact interventions on the nutrition diagnosis | 2.30 ± 0.76 | 2.75 ± 0.64 | 3.05 ± 0.78 | 0.0060 * |
6. Referral (Likert 1–4) | ||||
Referring clients and patients to other professionals and services when needs are beyond individual scope | 2.22 ± 0.85 | 2.60 ± 0.82 ^ | 2.95 ± 0.78 ^ | 0.0206 * |
Being familiar with the roles of other health professions and how they interact with my job | 2.13 ± 0.92 | 2.50 ± 0.83 | 2.79 ± 0.71 | 0.0430 * |
7. Self-Reflection (Likert 1–4) | ||||
Performing self-assessment and developing personal goals and objectives | 2.48 ± 0.90 | 2.65 ± 0.81 ^ | 3.11 ± 0.74 | 0.0508 |
Dietary Confidence Scale (Likert 1–10) | Time 1 | Time 2 | Time 3 | p-Value |
---|---|---|---|---|
Negotiate realistic client-oriented goals and strategies | 5.29 ± 2.33 | 6.11 ± 1.91 | 7.89 ± 1.41 | 0.0003 * |
Think about one part of the problem at a time | 5.33 ± 1.99 | 5.84 ± 1.92 ^ | 7.89 ± 1.37 | <0.0001 * |
Identify and prioritize goals for nutrition management | 4.54 ± 1.93 | 6.89 ± 1.85 ^ | 7.89 ± 1.33 | <0.0001 * |
Work with client to identify barriers | 5.83 ± 2.53 | 6.58 ± 1.98 ^ | 8.11 ± 1.66 | 0.0038 * |
Try other solutions if your first solutions do not work | 5.04 ± 2.14 | 6.37 ± 2.14 ^ | 7.84 ± 1.17 | <0.0001 * |
Identify what the client is ready or willing to change | 5.71 ± 2.56 | 6.79 ± 2.04 ^ | 7.84 ± 1.38 | 0.0065 * |
Look for something positive to acknowledge | 7.38 ± 2.57 | 7.74 ± 1.91 | 8.74 ± 1.24 | 0.0942 |
Assess dietary intake, food habits, physical activity, and lifestyle habits | 5.38 ± 1.86 | 7.53 ± 1.50 | 8.53 ± 1.17 | <0.0001 * |
Build rapport | 4.83 ± 2.22 | 6.58 ± 1.71 | 8.11 ± 1.20 | <0.0001 * |
See things from the client’s point of view | 6.83 ± 2.32 | 7.21 ± 1.69 | 8.26 ± 1.69 | 0.0607 |
Keep the session on track | 5.42 ± 2.55 | 6.11 ± 1.70 | 7.79 ± 1.40 | 0.0011 * |
Identify issues that are beyond your expertise or scope of practice | 3.96 ± 2.84 | 5.53 ± 2.39 | 6.95 ± 1.90 | 0.0008 * |
Time 1 | Time 2 | Time 3 | p-Value | |
---|---|---|---|---|
Demonstrate proper hand hygiene | 9.21 ± 1.86 | 9.50 ± 1.32 | 9.37 ± 1.46 | 0.8308 |
Obtain client history | 6.71 ± 2.46 | 8.10 ± 2.05 | 9.00 ± 1.29 | 0.0019 * |
Obtain food/nutrition-related history | 6.54 ± 2.43 | 8.20 ± 2.02 | 9.11 ± 1.33 | 0.0004 * |
Obtain nutrition-focused physical findings | 4.92 ± 2.72 | 7.35 ± 2.03 ^ | 8.53 ± 1.61 ^ | <0.0001 * |
Write a PES statement | 5.21 ± 2.69 | 7.45 ± 1.93 | 8.11 ± 1.37 | <0.0001 * |
Develop nutrition intervention(s) based on nutrition diagnosis(es) | 5.00 ± 2.23 | 7.05 ± 1.99 ^ | 8.37 ± 1.26 | <0.0001 * |
Demonstrate coordination of care | 4.86 ± 2.52 | 6.80 ± 2.24 | 8.37 ± 1.50 | <0.0001 * |
Demonstrate professional bedside manner | 6.67 ± 2.75 | 8.50 ± 1.70 | 8.74 ± 1.59 | 0.0035 * |
Identify appropriate nutrition-related markers to monitor/evaluate based on nutrition intervention | 4.58 ± 2.41 | 6.95 ± 2.09 | 8.37 ± 1.42 ^ | <0.0001 * |
Open Ended Question | Illustrative Quotes |
---|---|
| “I felt more confident in my ability to put my education into practice. I was able to feel like an RD which you don’t get in a classroom.” “The simulation showed myself that I am capable of successfully conducting clinical care.” |
| “It gave me different realistic scenarios.” “I gained confidence in having conversations with patients and overall counseling.” |
| “I feel more prepared than before, however I know I still need more experience with real patients.” “It increased my readiness to serve as a dietitian. The simulations are great for students.” |
| “I was worried about the individual simulation but ended up enjoying it more than a group. I was able to have an actual conversation with the patient rather than trying to coordinate with a partner. It made me feel more confident.” “I would have liked to have two individual simulations.” |
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Barr-Porter, M.; Combs, E.; Batey, L.; Brewer, D.; Schwartz, A.; Stephenson, T. Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences. Educ. Sci. 2024, 14, 451. https://doi.org/10.3390/educsci14050451
Barr-Porter M, Combs E, Batey L, Brewer D, Schwartz A, Stephenson T. Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences. Education Sciences. 2024; 14(5):451. https://doi.org/10.3390/educsci14050451
Chicago/Turabian StyleBarr-Porter, Makenzie, Elizabeth Combs, Lauren Batey, Dawn Brewer, Aaron Schwartz, and Tammy Stephenson. 2024. "Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences" Education Sciences 14, no. 5: 451. https://doi.org/10.3390/educsci14050451
APA StyleBarr-Porter, M., Combs, E., Batey, L., Brewer, D., Schwartz, A., & Stephenson, T. (2024). Increased Perceived Confidence in Professional Role Skills among Undergraduate Dietetic Students Following Simulation-Based Learning Experiences. Education Sciences, 14(5), 451. https://doi.org/10.3390/educsci14050451