P106 Evidence-Based Extension Education: Self-Reported Knowledge, Practice, and Attitudes of Nutrition Educators

The humanities invite opportunities for people to describe through their metaphors, symbols and language a means in which to interpret their pain and reinterpret their new lived experiences. The patient and family all live with pain and can only use their pain narratives of that experience to confront or even to begin to understand the quantifiable discipline of medicine. The patient and family narratives act to retain meaning within a lived pained experience. These narratives add meaning to the person as a stay against only having a clinical–pathological understanding of what is happening to our body and as a person. We need to understand the pathology pain while also being mindful of suffering. In this article, the theoretical and scientific approach to pain research and clinical practice intersects with the philosophical, ontological and reflective lived experience of the person living with pain. Through unique pain narratives, poetry and stories as a means of offering empathy and understanding as healing, the humanities in medicine bring into meaning another kind of therapy equal to the evidence-based medicine clinicians and researchers use to seek a cure. In this way, the medical humanities are addressing the person’s healing through the reduction of suffering and isolation by letting pain speak while others can focus in on their medical knowledge/practice and research while ‘finding’ a cure. Listening to pain opens-up to the possibility that much can be learned through multiple expressions of the pain narrative. This article provides an invitation to learn how we might articulate and listen to pain carefully and differently.

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Knowledge and attitudes of entry-level and final-level physical therapy students about evidence-based practice - A cross-sectional study

Journal of Evidence-Based Healthcare ◽

10.17267/2675-021xevidence.v1i1.1983 ◽

2019 ◽

Vol 1 (1) ◽

pp. 15

Author(s):

Felipe Reis ◽

Julia Rodrigues Siqueira ◽

Gabriela Andrade De Araújo ◽

Leandro Calazans Nogueira ◽

Ney Meziat Filho ◽

...

Keyword(s):

Physical Therapy ◽

Cross Sectional Study ◽

Evidence Based ◽

Physical Therapy Students ◽

Cross Sectional ◽

Entry Level ◽

Final Level ◽

Knowledge Practice ◽

Level Group ◽

Practice Skills

Evidence-based practice (EBP) has gained widespread acceptance in the health profession. Little is known about the attitudes, knowledge, and behavior about EBP of physical therapy students at different levels in Brazil. OBJECTIVES: To compare the EBP-related knowledge, practice, attitudes between the entry-level and final-level physical therapy students. METHODS: A cross-sectional study including 60 physical therapy students was conducted. The participants completed a questionnaire to determine their attitudes, knowledge, practice skills and barriers regarding EBP. The survey consisted of 38 items about EBP (relevance, terminology and practice skills) and 7 items related as barriers to adopt the EBP during physical therapy graduation. Total scores were calculated. For each of the three sections scores of a 5-point Likert scale were considered. RESULTS: The sample was composed of 40 students in the entry-level and 20 in the final-level. The mean age of the sample was 23.3 (SD=7.6). The mean score of the sample in the EBP survey was 83.5 (SD=20.8). We did not find difference between final-level group (mean=101.6; SD=17.8) and entry-level students (mean=74.5; SD= 15.8) (p=.45). Students of the final-level group presented higher scores in all EBP sections (relevance, terminology, practice skills). A higher mean difference was observed in terminology (-17.8) section. The most common barriers reported by the students of both groups were “lack of knowledge of statistics” (19.3%), “lack of time” (17.7%) and “language” (16%). CONCLUSION: The difference in all sections about evidence based knowledge and attitudes where not expressive between the final-level and the entry-level students. Regarding practice skills, students were not confident about their abilities in the EBP steps.

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Recommendations for Integrating Evidence-Based, Sustainable Diet Information into Nutrition Education

Nutrients ◽

10.3390/nu13114170 ◽

2021 ◽

Vol 13 (11) ◽

pp. 4170

Author(s):

Graham E. Bastian ◽

Danielle Buro ◽

Debra M. Palmer-Keenan

Keyword(s):

Nutrition Education ◽

Food Systems ◽

Local Food Systems ◽

Evidence Based ◽

Sustainable Diet ◽

Sustainable Seafood ◽

Food And Nutrition ◽

The Us ◽

Nutrition Education Program ◽

Nutrition Educators

The adoption of more sustainable diets (SD) has the capacity to meet the needs of individuals without compromising future generations’ abilities to do the same. Nutrition educators are ideal candidates for delivering SD education to consumers, yet evidence-based recommendations for the profession have not been crafted. The results of a thorough, narrative review of the literature performed in 2021 suggest there are five well-supported recommendations nutrition educators should consider incorporating in their work. They are (1) shift towards a plant-based diet, (2) mitigate food waste, (3) limit consumption of ultra-processed foods (UPF), (4) engage in local food systems, and (5) choose sustainable seafood. Each recommendation is discussed below in detail, to provide nutrition educators with a nuanced scope of the issue, after which suggestions for the inclusion of these recommendations, using an example of the authors’ experiences from the US Expanded Food and Nutrition Education Program (EFNEP), are provided.

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