'Through education, we can make change': A design thinking approach to entry‐level dietetics education regarding eating disorders.
Aims: To co‐create strategies and identify opportunities to integrate eating disorder content within dietetics curricula at one Australian university with stakeholders using a design thinking approach. Methods: A pragmatic mixed‐methods, participatory design approach was used. An online survey explo...
| Published in: | Nutrition & Dietetics Vol. 81; no. 5; pp. 497 - 508 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Nov2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=180897980&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 180897980 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14466368 QMK jtl: Nutrition & Dietetics issn: 14466368 maglogo: Y pubinfo: dt: Nov2024 vid: 81 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 180897980 177477294 180897980 180897980 10.1111/1747-0080.12885 180897980 ppf: 497 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: 'Through education, we can make change': A design thinking approach to entry‐level dietetics education regarding eating disorders. aug: au: Heafala, Alana Ball, Lauren Rundle‐Thiele, Sharyn Mitchell, Lana J. affil: School of Health Sciences and Social Work, Gold Coast Campus, Griffith University, Southport Queensland,, Australia sug: subj: Education, Dietetics Eating Disorders Prevention and Control Curriculum Human Multimethod Studies Action Research Descriptive Statistics Quantitative Studies Thematic Analysis Funding Source Purposive Sample Convenience Sample Data Analysis Software Curriculum Development Female Female ab: Aims: To co‐create strategies and identify opportunities to integrate eating disorder content within dietetics curricula at one Australian university with stakeholders using a design thinking approach. Methods: A pragmatic mixed‐methods, participatory design approach was used. An online survey explored the learning needs of dietetic students and recent graduates regarding eating disorders. Following the survey, a one‐day design thinking retreat was held with stakeholders who were identified from the research team's professional networks. Eating disorder dietitians, learning experts, dietetic students, graduates, and those with lived experience were asked to identify strategies to enhance students' confidence and competence to provide care for people living with eating disorders. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using inductive coding and reflexive thematic analysis. Results: Sixty‐four students (n = 55, 86%) and recent graduates (n = 9, 14%) completed the online survey (26% response). Seventeen stakeholders attended the retreat. Four themes were identified: (1) changing perceptions of eating disorder care from specialist to 'core business'; (2) desiring and advocating for a national change to dietetics curricula; (3) importance of lived experience at the centre of curriculum design and delivery; and (4) collaborating to co‐design and deliver eating disorder content at university. Conclusion: Raising awareness, upskilling students and educators, enhanced collaboration between universities and stakeholders, and the inclusion of lived experience were key to preparing students to provide care to people seeking support for eating disorders. Further research is needed to assess the impact these strategies have on dietetic students' confidence and competence. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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