Dietetic Education: The Value of an Experiential Workshop Using Patient Simulation in Teaching Assessment of Malnutrition

ABSTRACT Objectives: Although experiences of burnout are well documented among some health professionals, there is limited research that explores similar experiences among dietitians. This study aims (1) to describe the varied qualitative dimensions of burnout that are particular to dietitians and (2) to identify the factors that might be deemed protective against burnout. Methods: Fourteen dietitians were recruited from a larger quantitative study that assessed prevalence of burnout in Ontario, Canada using the Maslach Burnout Inventory (MBI). Those who completed the MBI were invited to participate in two phenomenological interviews. Transcribed interviews were analyzed by naïve readings and identified meaning units with a larger team for increased rigor and trustworthiness. Results: Dietitians describe burnout as having bodily and overall health consequences. Both social/professional relationships and dietitians’ passion for their work contributed to experiences of burnout and resilience. Opportunities for continued professional growth and change were contributing factors for resilience. Implications & Conclusions: This study contributes to the limited body of knowledge on dietitians’ lived experiences of burnout and resilience. The findings have implications for those involved in the education and training of student dietitians, and for those in a position to offer support to dietitians who are struggling with job stress. In the context of fostering resilience, a preventative approach to dietetic education is explored with the intention to protect future practitioners from burnout.

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Voices of Distress: The Emotional Peril of Not Attaining a Dietetic Internship in Ontario

Critical Dietetics ◽

10.32920/cd.v1i3.588 ◽

2013 ◽

Vol 1 (3) ◽

pp. 9

Author(s):

Jennifer Lee Brady ◽

Annie Hoang ◽

Olivia Siswanto ◽

Jordana Riesel ◽

Jacqui Gingras

Keyword(s):

Empirical Research ◽

Current Model ◽

Well Being ◽

Structured Interview ◽

Application Process ◽

Dietetic Education ◽

Dietetic Internship ◽

The Impact ◽

And Training ◽

Future Growth

Obtaining dietetic licensure in Ontario requires completion of a Dietitians of Canada (DC) accredited four-year undergraduate degree in nutrition and an accredited post-graduate internship or combined Master’s degree program. Given the scarcity of internship positions in Ontario, each year approximately two-thirds of the eligible applicants who apply do not receive a position XX, XX, XX, XX, XX, XX, in press). Anecdotally, not securing an internship position is known to be a particularly disconcerting experience that has significant consequences for individuals’ personal, financial, and professional well-being. However, no known empirical research has yet explored students’ experiences of being unsuccessful in applying for internship positions. Fifteen individuals who applied between 2005 and 2009 to an Ontario-based dietetic internship program, but were unsuccessful at least once, participated in a one-on-one semi-structured interview. Findings reveal that participants’ experiences unfold successively in four phases that are characterized by increasingly heightened emotional peril: naïveté, competition, devastation, and frustration. The authors conclude that the current model of dietetic education and training in Ontario causes lasting distress to students and hinders the future growth and vitality of the dietetic profession. Further research is required to understand the impact of the current model on dietetic educators, internship coordinators, and preceptors as coincident participants in the internship application process.

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Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?

Canadian Journal of Dietetic Practice and Research ◽

10.3148/cjdpr-2020-008 ◽

2020 ◽

Vol 81 (3) ◽

pp. 120-126

Author(s):

Jennifer Brady

Keyword(s):

Social Justice ◽

Education And Training ◽

Determinants Of Health ◽

Structural Determinants ◽

Social Justice Advocacy ◽

Dietetic Education ◽

Qualitative Survey ◽

The Social ◽

Reflexive Practice ◽

And Training

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.

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Assessing Opioid Care Practices Using CPV Patient Simulation Modules

Case Medical Research ◽

10.31525/ct1-nct04080037 ◽

2019 ◽

Author(s):

Keyword(s):

Patient Simulation ◽

Care Practices

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In situ deteriorating patient simulation in general practice

British Journal of General Practice ◽

10.3399/bjgp20x711425 ◽

2020 ◽

Vol 70 (suppl 1) ◽

pp. bjgp20X711425

Author(s):

Joanna Lawrence ◽

Petronelle Eastwick-Field ◽

Anne Maloney ◽

Helen Higham

Keyword(s):

Life Support ◽

Early Recognition ◽

Phase 1 ◽

Patient Simulation ◽

Medical Emergency ◽

Phase 2 ◽

Action Plans ◽

Integrated Simulation ◽

Deteriorating Patient

BackgroundGP practices have limited access to medical emergency training and basic life support is often taught out of context as a skills-based event.AimTo develop and evaluate a whole team integrated simulation-based education, to enhance learning, change behaviours and provide safer care.MethodPhase 1: 10 practices piloted a 3-hour programme delivering 40 minutes BLS and AED skills and 2-hour deteriorating patient simulation. Three scenarios where developed: adult chest pain, child anaphylaxis and baby bronchiolitis. An adult simulation patient and relative were used and a child and baby manikin. Two facilitators trained in coaching and debriefing used the 3D debriefing model. Phase 2: 12 new practices undertook identical training derived from Phase 1, with pre- and post-course questionnaires. Teams were scored on: team working, communication, early recognition and systematic approach. The team developed action plans derived from their learning to inform future response. Ten of the 12 practices from Phase 2 received an emergency drill within 6 months of the original session. Three to four members of the whole team integrated training, attended the drill, but were unaware of the nature of the scenario before. Scoring was repeated and action plans were revisited to determine behaviour changes.ResultsEvery emergency drill demonstrated improved scoring in skills and behaviour.ConclusionA combination of: in situ GP simulation, appropriately qualified facilitators in simulation and debriefing, and action plans developed by the whole team suggests safer care for patients experiencing a medical emergency.

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