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

摘要

abstract_textpPurpose: To investigate experiences with, and perceptions of, simulation in learning and using the Nutrition Care Process/Terminology (NCP/T) of dietitians in Canada./ppMethods: In February-March 2017, a convenience sample of 382 dietitians it 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./ppResults: 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./ppConclusions: 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./p/abstract_text