The development of an ethics curriculum for dietetics students utilizing learner-centered pedagogy.

摘要

This study addressed the lack of learner-centered curricula and resources to guide dietetics educators in meeting the American Dietetic Association/Commission on Accreditation of Dietetics Education Programs Standards for Education, specifically addressing ethics. In addition, it supported the American Dietetics Association Code of Ethics for the Profession. The research developed a learner-centered ethics curriculum that fosters moral development and ethical-decision making in dietetics students preparing to become practitioners. It can serve as a framework for dietetics students who are preparing for entry-level practice to enhance their knowledge of ethics and its application to the profession.; Curriculum design was approached as a developmental model, supported by student cognitive developmental learning theory and developmental instruction. The research was divided into four phases: (1) needs assessment, (2) draft curriculum document, (3) expert evaluation, and (4) a final curriculum document. Needs assessment was conducted with dietetics practitioners and dietetic educators. The dietetic practitioners served as a resource for ethical dilemmas faced in all five areas of dietetics practice: clinical, community, food and nutrition management, education and research, and business and consultation. With the research goal of incorporating the final curriculum document across the dietetics education curriculum, dietetic educators—the gatekeepers of the dietetics curriculum—prioritized the importance of the ethical dilemmas reported by the dietetics practitioners. The inventory data were further discussed in a focus group with dietetics educators.; Based on the needs assessment data, the researcher developed a draft ethics curriculum document, phase II of the project. The draft document reflected the complex and rich experiences of dietetics practitioners and educators. In addition, the design of the document reflected student development theory, developmental instruction, and individual learning style theory. In phase III, an expert evaluation of the curriculum content and design was conducted. The experts differed on content and design. In phase IV, the researcher analyzed the responses on the evaluation tools and incorporated data on content and pedagogy into the draft curriculum document to produce the final curriculum document. The implementation of the curriculum into existing dietetics courses can result in “ethics across the curriculum.”