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Bramley A, Forsyth A, McKenna L. Development and evaluation of Entrustable Professional Activities embedded in an e-portfolio for work-based assessment in community and public health dietetics. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:e5445-e5456. [PMID: 35942519 PMCID: PMC10087043 DOI: 10.1111/hsc.13967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Revised: 06/02/2022] [Accepted: 07/25/2022] [Indexed: 06/15/2023]
Abstract
Entrustable professional activities (EPAs) is a recent concept that helps operationalise competency-based education. In this paper, we report on the development of EPAs and incorporation into an e-portfolio for work-based assessment of final year dietetics students in a community and public health professional placement. We aimed to determine the utility of the EPAs for work-based assessment in this context. We used action research methodology to conduct broad consultation with students and supervisors using anonymous surveys and focus groups to understand their beliefs and attitudes towards work-based assessment. Consequently, 40 EPAs with an accompanying four-point entrustment scale were developed and mapped to the National Competency Standards for Dietitians in Australia. The EPAs and assessment tool were piloted and evaluated via an anonymous online user survey across three cohorts of students (n = 133) and supervisors (n = 67). Following mediocre pilot year evaluation results, EPAs were revised and reduced in number. While students positively evaluated the e-portfolio, their appraisal of the EPAs and entrustment scale was less positive compared to supervisors. Supervisor evaluation of the EPA-based e-portfolio supported the validity, feasibility and acceptability of this novel assessment method in a community and public health setting. Assessment using EPAs, and the resulting educational data collected by the tool, offers potential for individual learners to identify areas needing development during placement, as well as potential to inform curriculum improvements and increase understanding of learning opportunities and outcomes for dietetic students in community and public health settings.
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Affiliation(s)
- Andrea Bramley
- Department of Dietetics and Human NutritionLa Trobe UniversityBundooraVictoriaAustralia
- Monash HealthClayton RoadClaytonVictoriaAustralia
| | - Adrienne Forsyth
- Dietetics and Nutrition at Australian Catholic University, School of Allied Health, Human Services and SportLa Trobe UniversityBundooraVictoriaAustralia
| | - Lisa McKenna
- School of Nursing and Midwifery, College of Science, Health and EngineeringLa Trobe UniversityBundooraVictoriaAustralia
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Morgan K, Campbell KL, Sargeant S, Reidlinger DP. Preparedness for advancing future health: a national qualitative exploration of dietetics graduates' experiences. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:31-53. [PMID: 31385102 DOI: 10.1007/s10459-019-09904-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2018] [Accepted: 07/29/2019] [Indexed: 06/10/2023]
Abstract
Effective health workforce preparation is critical to the health of those who stand to benefit from its services. Emerging dietitians can provide important insights on an evolving workforce that is well-placed to advance future global health. This study aimed to explore a national sample of dietetics graduates' experiences of, and challenges faced in, dietetics workforce preparation and preparedness in Australia. An interpretive description methodology guided this study whereby researchers interpreted the meanings that participants attributed to their experiences. Twenty dietitians (graduated within the last 2 years) were purposively sampled from across Australia and detailed insights were obtained through semi-structured interviews. A multi-analyst approach employing thematic and template analysis, enabled five themes to be identified across the data set. These included: (1) being held back; (2) chasing the prize; (3) valuing real learning; (4) easing the transition; and (5) encountering influencers. While graduates appreciated their preparation, they were not empowered or equipped to embrace opportunities in diverse and emerging areas of dietetics practice. Graduates were challenged by the competitive landscape of securing obvious job opportunities and by a lack of support in transitioning into the workforce. Practice exposures and encounters with influential dietitians were highly valued. Research on role-emerging dietetics placements along with enhanced support mechanisms for novice dietitians is urgently required to ensure appropriate alignment between future dietetics preparation and practice. Obtaining insights into health professional graduates' experiences of their education can be used to ensure that emerging health workforces are relevant and responsive to future market needs.
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Affiliation(s)
- Kate Morgan
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, 4226, Australia.
| | - Katrina L Campbell
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, 4226, Australia
| | - Sally Sargeant
- School of Health and Human Sciences, Southern Cross University, Coolangatta, Australia
| | - Dianne P Reidlinger
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, 4226, Australia
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Gibson SJ, Porter J, Anderson A, Bryce A, Dart J, Kellow N, Meiklejohn S, Volders E, Young A, Palermo C. Clinical educators' skills and qualities in allied health: a systematic review. MEDICAL EDUCATION 2019; 53:432-442. [PMID: 30549083 DOI: 10.1111/medu.13782] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Revised: 10/01/2018] [Accepted: 10/26/2018] [Indexed: 05/14/2023]
Abstract
BACKGROUND The skills and qualities of effective clinical educators are linked to improved student learning and ultimately patient care; however, within allied health these have not yet been systematically summarised in the literature. AIMS To identify and synthesise the skills and qualities of clinical educators in allied health and their effect on student learning and patient care. METHOD A systematic search of the literature was conducted across five electronic databases in November 2017. Study identification, data extraction and quality appraisal were performed in duplicate. Qualitative and quantitative data were extracted separately but analysed together using a thematic analysis approach whereby items used in quantitative surveys and themes from qualitative approaches were interpreted together. RESULTS Data revealed seven educator skills and qualities: (i) intrinsic and personal attributes of clinical educators; (ii) provision of skillful feedback; (iii) teaching skills; (iv) fostering collaborative learning; (v) understanding expectations; (vi) organisation and planning; and (vii) clinical educators in their professional role. Across all themes was the concept of taking time to perform the clinical educator role. No studies used objective measurements as to how these skills and qualities affect learning or patient care. DISCUSSION AND CONCLUSION Despite much primary evidence of clinical educator skills and qualities, this review presents the first synthesis of this evidence in allied health. There is a need to examine clinical education from new perspectives to develop deeper understanding of how clinical educator qualities and skills influence student learning and patient care.
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Affiliation(s)
- Simone Jane Gibson
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Judi Porter
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Amanda Anderson
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Andrea Bryce
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Janeane Dart
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Nicole Kellow
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Sarah Meiklejohn
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Evelyn Volders
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Anne Young
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Claire Palermo
- Nutrition, Dietetics and Food, School of Clinical Sciences, Faculty Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
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Morgan K, Kelly JT, Campbell KL, Hughes R, Reidlinger DP. Dietetics workforce preparation and preparedness in Australia: A systematic mapping review to inform future dietetics education research. Nutr Diet 2018; 76:47-56. [DOI: 10.1111/1747-0080.12450] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2018] [Revised: 05/24/2018] [Accepted: 06/02/2018] [Indexed: 01/10/2023]
Affiliation(s)
- Kate Morgan
- Faculty of Health Sciences and Medicine; Bond University; Gold Coast Queensland Australia
| | - Jaimon T. Kelly
- Faculty of Health Sciences and Medicine; Bond University; Gold Coast Queensland Australia
| | - Katrina L. Campbell
- Faculty of Health Sciences and Medicine; Bond University; Gold Coast Queensland Australia
| | - Roger Hughes
- School of Medicine; University of Tasmania; Hobart Tasmania Australia
| | - Dianne P. Reidlinger
- Faculty of Health Sciences and Medicine; Bond University; Gold Coast Queensland Australia
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Morgan K, Reidlinger DP, Sargeant S, Crane L, Campbell KL. Challenges in preparing the dietetics workforce of the future: An exploration of dietetics educators' experiences. Nutr Diet 2018; 76:382-391. [PMID: 29900652 DOI: 10.1111/1747-0080.12438] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2018] [Revised: 05/03/2018] [Accepted: 05/15/2018] [Indexed: 11/29/2022]
Abstract
AIM Dietetics educators represent a small but influential workforce group that has experienced significant change in recent years. The workforce development challenges faced by this group have been largely unexplored. The present study aimed to explore the experiences of, and challenges faced by, academic dietetics educators in preparing dietitians for the workforce. METHODS The approach taken in the present study was informed by qualitative description. Fifteen dietetics educators employed by 13 universities across Australia were purposively sampled. In-depth, semi-structured interviews conducted via telephone (n = 12) or face-to-face (n = 3) were digitally recorded then transcribed verbatim. Data were managed with NVivo and inductively analysed using open coding. Codes were condensed into themes through an iterative process involving multiple researchers. RESULTS The overarching theme of 'aiming for a moving target' was underpinned by the themes of: (i) striving for betterment; (ii) bridging dissonance and (iii) distressing impossibilities. Interviewees described how they were driven to enhance the preparation of dietitians but acknowledged disparity between what graduates are being prepared for and what they need to be prepared for. Heightened expectations of others, professional constraints and a lack of collegiality among the profession were among the challenges that manifested in a sense of frustration, concern and isolation. CONCLUSIONS Dietetics educators are motivated to shape and enhance the future profession. However, they face numerous challenges in their efforts to prepare graduates who are well-equipped for increasingly diverse dietetics practice. Strong leadership, academic collaboration and greater engagement of the broader workforce are required for the benefit of the entire profession.
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Affiliation(s)
- Kate Morgan
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Dianne P Reidlinger
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Sally Sargeant
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Linda Crane
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Katrina L Campbell
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
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Boocock RC, O'Rourke RK. Workplace learning and career progression: qualitative perspectives of UK dietitians. J Hum Nutr Diet 2018; 31:704-711. [PMID: 29888424 DOI: 10.1111/jhn.12567] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
BACKGROUND Post-graduate education and continuous professional development (CPD) within dietetics lack clearly defined pathways. The current literature primarily focuses on new graduate perceptions of workplace learning (WPL). The present study raises issues of how CPD is sustained throughout a National Health Service (NHS) career, how informal learning might be made more visible and whether the workplace withholds learning opportunities. METHODS Qualified dietitians participated in focus groups (n = 32) and a nominal group technique (n = 24). Data from audio recordings were transcribed and triangulated. Thematic analysis took an interpretative approach. RESULTS One size for WPL for dietetics and, likely, other allied health professionals (AHPs) did not meet the learning needs of everyone. The informal implicit learning affordances often went unrecognised. A greater emphasis on teaching, picking up on the strong preference for discussion with others voiced in the present study, may improve recognition of all WPL opportunities. Better scaffolding or guided support of entry level dietitians may ease the transition from study to workplace and challenge any perception of 'clipped wings'. Where development and career progression proves difficult for experienced dietitians, mentoring or stepping outside the NHS may revitalise by providing new communities of practice. CONCLUSIONS WPL cannot be understood as a unitary concept. Dietitians engage with WPL differently across their careers. Future visions of WPL, especially explicit post-graduate career and education frameworks, must accommodate these differences to retain the highest calibre dietitians. The implications of a period of learning 'maintenance' rather than CPD among experienced dietitians offers a topic for further research, particularly as the workforce ages.
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Affiliation(s)
- R C Boocock
- Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - R K O'Rourke
- Leeds Institute of Medical Education, University of Leeds, Leeds, UK
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Palermo C, Dart J, Begley A, Beck EJ, Bacon R, Tweedie J, Mitchell L, Maher J, Gallegos D, Kennedy M, Kellett J, Margerison C, Crawford R, Stuart-Smith W. Dietetics students' construction of competence through assessment and placement experiences. Nutr Diet 2017; 75:307-315. [PMID: 29998626 DOI: 10.1111/1747-0080.12359] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2017] [Revised: 04/03/2017] [Accepted: 04/18/2017] [Indexed: 11/30/2022]
Abstract
AIM Competency standards are widely adopted as a framework to describe standards of performance required in the workplace. Little is known, however, about how students construct competence. This qualitative study aimed to explore how dietetics students ready to graduate construct the concept of competence and the role of assessment in developing professional competence. METHODS A qualitative description was used to gather data from a convenience sample of students ready to graduate from universities with accredited dietetics programs across Australia (10 out of 15 at the time of the study). A total of 11 focus groups were conducted to explore perspectives of competence and experiences of 'competency-based' assessment. Data were audio-recorded, transcribed and analysed using a thematic analysis approach. RESULTS A total of 81 (n = 81) participants across 10 universities representing 22% of total students participated in the focus groups. Themes revealed that: (i) there is no shared understanding of competence; (ii) current work placement experiences may not reflect current standards or workforce needs; (iii) assessment approaches may not fully support the development of competence; and (iv) the competent performance of supervising dietitians/clinical educators in the workplace influences the construction of competence. CONCLUSIONS There is a need to work towards a shared understanding of dietetic entry-level competence in the profession. 'Work-based' learning experiences may need to be modified to ensure students meet current competency standards. Practitioners involved in student supervision need to acknowledge the influential role they have in the development of the future workforce.
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Affiliation(s)
- Claire Palermo
- Department of Nutrition, Dietetics and Food, Monash University, Notting Hill, Victoria, Australia
| | - Janeane Dart
- Department of Nutrition, Dietetics and Food, Monash University, Notting Hill, Victoria, Australia
| | - Andrea Begley
- School of Public Health, Curtin University, Bentley, Western Australia, Australia
| | - Eleanor J Beck
- School of Medicine, University of Wollongong, Wollongong, New South Wales, Australia
| | - Rachel Bacon
- Nutrition and Dietetics, Faculty of Health, The University of Canberra, Bruce, Australian Capital Territory, Australia
| | - Judith Tweedie
- Nutrition and Dietetics, Faculty of Science, Health, Education and Engineering, The University of the Sunshine Coast, Sippy Downs, Queensland, Australia
| | - Lana Mitchell
- Nutrition and Dietetics, School of Allied Health Sciences, Griffith University, Southport, Queensland, Australia
| | - Judith Maher
- Nutrition and Dietetics, Faculty of Science, Health, Education and Engineering, The University of the Sunshine Coast, Sippy Downs, Queensland, Australia
| | - Danielle Gallegos
- School of Exercise and Nutrition Sciences, Queensland University of Technology, Kelvin Grove, Queensland, Australia
| | - Meredith Kennedy
- School of Medicine, University of Wollongong, Wollongong, New South Wales, Australia
| | - Jane Kellett
- Nutrition and Dietetics, Faculty of Health, The University of Canberra, Bruce, Australian Capital Territory, Australia
| | - Claire Margerison
- School of Exercise and Nutrition Sciences, Deakin University, Burwood, Victoria, Australia
| | - Ruth Crawford
- Nutrition and Dietetics, School of Dentistry & Health Sciences, Charles Sturt University, Wagga Wagga, New South Wales, Australia
| | - Wendy Stuart-Smith
- Nutrition and Dietetics, Charles Perkins Centre, The University of Sydney, Sydney, New South Wales, Australia
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