Resources Used and Innovations in Teaching Vegetarian and Vegan Nutrition in Accredited Dietetics Programs in the United States

Background: Vegetarian and vegan diets effectively reduce morbidity and mortality from many chronic diseases and are associated with reduced environmental impact. However, little is known about the role of teaching vegetarian and vegan nutrition in dietetics education in the United States. Thus, we examined the resources and methods used in teaching vegetarian/vegan nutrition in accredited dietetics programs in the United States. Methods: A cross-sectional, internet-based survey was sent to all Accreditation Council for Education in Nutrition and Dietetics (ACEND) program directors in the United States (N = 574). Questions included queries about where vegetarian/vegan nutrition is taught in the curriculum (if at all), instructional methodologies, and the resourcesutilized. Overall, 205 program directors responded to our survey. Results: Vegetarian/vegan nutrition was taught in a variety of courses, most commonly in introductory nutrition courses. The evidence-based resources used most often included the Academy of Nutrition and Dietetics (AND) Position Paper on Vegetarian Nutrition, the AND Evidence Analysis Library, and peer-reviewed studies. Hands-onfood preparation activities were commonly cited as a useful means for teaching vegetarian and vegan nutrition. Nearly 60% of 183 respondents to the relevant survey question indicated that their programs reviewed flexitarian/semi-vegetarian/low-meat diets. Innovative teaching techniques included stand-alone vegetarian nutrition courses, cu-linary experiences including recipe development and sensory evaluation, student presentations to the community, and asking students to follow vegetarian/vegan diets and then evaluate those experiences. Conclusions: Many dietetics educators used innovative strategies to teach vegetarian/vegan nutrition. These methods offer novel experiences for students to increase self-efficacy in vegetarian/vegan nutrition that can ultimately improve public and planetary health outcomes in practice.

Teaching in an Undergraduate Dietetics Program and Internship During COVID-19

During the spring semester of 2020, COVID-19 disrupted teaching at universities across the United States ("Coronavirus Hits Campus," 2020). Transitioning courses online presented many difficulties for instructors (Gannon, 2020; McMurtrie, 2020b; Schmalz, 2020), and educators in family and consumer sciences (FCS)–and dietetics in particular–worked to engage students, administer exams, address confusion with content, and identify alternatives for supervised practice within a very short timeframe. This paper discusses the challenges faced and solutions discovered by undergraduate and graduate dietetics program faculty at New Mexico State University (NMSU) in transitioning face-to-face courses to online. It also discusses how changes in teaching practices during this time will affect the future of dietetics education. Both programs are accredited by The Accreditation Council for Education in Nutrition and Dietetics (ACEND), which requires programs (undergraduate, graduate, and dietetic internships) to meet specific learning competencies and supervised practice hours and provide documentation that requirements are met (Academy of Nutrition and Dietetics, 2020b). Although accreditation is not unique to dietetics programs, the specific requirements, varied practice sites, and range of possible solutions merit attention.

Leveraging Online Learning to Promote Systems Thinking for Sustainable Food Systems Training in Dietetics Education

Educating and training a multisectoral food systems workforce is a critical part of developing sustainable, resilient, and healthy food and water systems. This paper shares perspectives from a working group of educators, learners, and food systems subject matter experts that collaborated over the course of a year to develop, pilot test, and evaluate two interactive webinar series with a multi-site cohort of dietetics interns and graduate students. The three-part webinar series format included a training webinar, a practice activity, and a synthesis webinar. In reflecting on the effectiveness of this format, we provide direct assessments of student learning from subject matter experts alongside indirect assessments from pre- and post-surveys fielded with learners. Learners who participated in an interactive webinar series demonstrated skills in several dimensions of systems thinking and gained confidence in food systems learning outcomes. Learners also shared valuable feedback on the opportunities and challenges of using online platforms for this experience. As online learning opportunities become more common, it will become increasingly important for educators to prioritize strategies that effectively equip students with the higher-order thinking skills, such as systems thinking, needed to address the complexities of sustainable food systems. The interactive webinar series format described here provides an opportunity to leverage didactic webinars in combination with interactive experiences that enable learners to deepen their knowledge through practice with peers and subject matter experts. Though this format was piloted within dietetics education programs, many of the lessons learned are transferable to other food systems educational contexts.

Simulation in Learning and Using the Nutrition Care Process/Terminology: Experiences and Perceptions of Dietitians in Canada

Purpose: To investigate experiences with, and perceptions of, simulation in learning and using the Nutrition Care Process/Terminology (NCP/T) of dietitians in Canada. Methods: In February–March 2017, a convenience sample of 382 dietitians in Canada (71.8% in clinical practice) completed an online survey regarding the type(s), setting(s), and perceptions of the simulations in which they engaged in learning and using the NCP/T. Results: A majority (76.7%) of respondents had engaged in NCP/T-related simulation, most commonly case studies (85.3%) and role-play (42.0%), as part of workplace/volunteer training (51.4%) and undergraduate internship/stage/practicum (34.2%). Nearly half (49.5%) of respondents learned all 4 NCP components via simulation, with Nutrition Diagnosis being the most common individual component (57%). Over three-quarters of respondents agreed/strongly agreed that simulation helped them better understand/use the NCP/T and that NCP/T-related knowledge/skills gained through simulation are transferable to the clinical setting/dietetic practice. Conclusions: Dietitians in Canada perceive simulation to have helped them learn and use the NCP/T. Resources should be directed at further developing simulation for teaching the NCP/T in dietetics education and training. Research investigating characteristics, barriers, and facilitators of effective NCP/T-simulation, using objective (vs. perceived) learning outcome measures is needed.

Enhancing health professional student experiences with experiential learning

This study focused on providing students from dietetics, in an undergraduate dietetic program with experiential learning opportunities, to apply nutrition education skills and knowledge in an interprofessional community-based grant project. Students enrolled in the medical nutrition therapy courses between 2012-2015 completed reflection surveys about their experiences after attending a client home visit or participating in a health fair. The survey contained specific questions addressing prior preparation of interprofessional work, ability to deliver nutrition education, and perceived effect on future skills as a nutrition and dietetics professional. The study was a part of a larger collaborative practices grant for community geriatric care and education acquired by the School of Nursing. Results indicated the majority of dietetic students felt prepared to provide nutrition information to clients/patients. Students also felt that observation of the registered dietitian nutritionist instructor, the registered nurse instructor and collaboration with other students from multiple health professions such as Athletic Training, Physical Therapy, Occupational Therapy, and Nursing enhanced their abilities and confidence to provide future nutrition education. Dietetic educators across the world are encouraged to incorporate projects into academic coursework similar to the one presented. These kinds of collaborative, community-based, experiential learning opportunities showed the effectiveness of student learning in dietetics education. The results also showed enhanced student perceptions about self in relationship to others when working with other students from various health professions.