“FARKINDA OLMAK YA DA OLMAMAK” BESLENME VE DİYETETİK ÖĞRENCİLERİNİN MESLEKİ FARKINDALIK ORANLARININ BELİRLENMESİ VE ETKİLEYEN FAKTÖRLERİN TANIMLANMASI

Yıl 2024, , 271 - 283, 27.08.2024

Yasemin Ergül , Sedat Arslan , Nursel Dal , Kezban Şahin

https://doi.org/10.58605/bingolsaglik.1457000

Öz

Bu araştırmanın amacı Beslenme ve Diyetetik öğrencilerinin mesleki farkındalık oranlarını ve etkileyen faktörleri belirlemektir. Kesitsel tipte olan bu çalışma, xxxxxxxx xxxxxx xxxxx Üniversitesi, xxxxxx Beslenme ve Diyetetik Bölümü'nde öğrenim gören toplam 226 diyetetik öğrencisi ile gerçekleştirilmiştir. Araştırmanın ana çıktısı mesleki farkındalığı ve etkileyen faktörleri belirlemektir. Çalışma verileri tanımlayıcı istatistikler ve nitel analiz yöntemlerinden tematik analiz ile değerlendirilmiştir. Öğrencilerin çoğu, aile desteği ve sağlığın teşviki ve geliştirilmesi isteği nedeniyle kariyer seçmektedir. Mesleki düzenlemelere ilişkin farkındalık oranları oldukça yüksektir (en az %71,7). Farkındalığın önemli faktörleri bireysel (meslek tutkusu, ilgiler, istekler dahil), uygulamalar ve eğilimler veya sosyal etkilerdir. Mesleki zorluk yaşayan öğrencilerin mesleki farkındalık faktörlerinin belirlenmesi ve diyetetik öğrencileri arasında ortak faktörlerin olduğunun farkına varılması, eğitimciler arasındaki farkındalığı artırabilir, eğitim politikalarının geliştirilmesine rehberlik edebilir ve öğrenciler için temel farkındalık kaynaklarını azaltmanın önemini vurgulayabilir.

Anahtar Kelimeler

Profesyonellik, Diyetetik, Sağlık Eğitimi, Farkındalık, Kariyer seçimi.

Destekleyen Kurum

Bandırma Onyedi Eylül Üniversitesi

Proje Numarası

None

Teşekkür

This study was supported by Bandirma Onyedi Eylul University, Turkey. The authors wish to thank the study participants and the Department of Nutrition and Dietetics.

"Aware or not": Determining the Professional Awareness Rates of Nutrition and Dietetics Students and Identifying the Affecting Factors

Öz

The aim of the study is to determine the rates of professional awareness among nutrition and dietetics students and identify the factors that affect it. This cross-sectional study was conducted with A total of 226 dietetics students at the Department of Nutrition and Dietetics, xxxxxxxx xxxxxx xxxxx University. The main outcome measure of the study is to determine the professional awareness and affecting the factors. Study data were evaluated with descriptive statistics and qualitative thematic analysis. Most students choose careers because of family support and the desire for health promotion. Awareness rates about professional regulations were evident (min 71.7%). Significant factors of awareness were individual (including professional love, interests, desires), practices, and trends or social effects. The identification of factors of awareness students experiencing professional challenges and recognize that there are common factors among dietetics students may increase awareness among educators, guide the development of course policies, and highlight the importance of mitigating major sources of awareness for students.

Anahtar Kelimeler

Professionalism, Dietetics, Healthcare Education, Awareness

Etik Beyan

The cross-sectional study was conducted following the ethical principles of the Declaration of Helsinki and approval was obtained from the xxxxxxxx xxxxxx xxxxx University xxx Non-Interventional Research Ethics Committee (xx.xx.2022/2022-xx). In addition, permission was obtained from the Dean of the Faculty of Health Sciences for the study. There is no conflict of interest between the authors.

Destekleyen Kurum

Bandirma Onyedi Eylul University

Proje Numarası

None

Teşekkür

This study was supported by Bandirma Onyedi Eylul University, Turkey. The authors wish to thank the study participants and the Department of Nutrition and Dietetics.

Kaynakça

• 1. Monrouxe LV, Rees CE. Healthcare professionalism: improving practice through reflections on workplace dilemmas. John Wiley & Sons; 2017.
• 2. Oluwatosin L, Ogundero AF. Career and work readiness of nutrition and dietetics trainees in nigerian universities. World Nutrition. 2021;12:92-102. 3. Dietetic Careers. Academy of Nutrition and Dietetics. https://www.eatrightpro.org/about-us/become-an-rdn-or-dtr/dietetic-careers.
• 4. Dart J, McCall L, Ash S, Blair M, Twohig C, Palermo C. Toward a global definition of professionalism for nutrition and dietetics education: a systematic review of the literature. J Acad Nutr Diet. 2019;119:957-971.
• 5. Morris A. Professional development and volunteerism can go hand in hand. J Nutr Educ Behav. 2019;51:1.
• 6. Eisenbraun C, 2013. - The Integrated Competencies for Dietetic Education and Practice, Dietitians of Canada. Canada. Retrieved from https://policycommons.net/artifacts/2234168/the-integrated-competencies-for-dietetic-education-and-practice/2992101/ on 11 Jun 2023. CID: 20.500.12592/jqthrb.
• 7. Worsfold L, Grant BL, Barnhill GC. The essential practice competencies for the Commission on Dietetic Registration’s credentialed nutrition and dietetics practitioners. J Acad Nutr Diet. 2015;6:978-984.
• 8. European Federation of the Association of Dietitians. Revised Dietetic Competence and the Six Domains of Dietetic Competency in Europe. Statement by the European Federation of the Association of Dietitians (EFAD) (2016). http://www.efad.org/media/1418/revised-dietetic-competence-and-6-domains-of-competency.pdf.
• 9. Associations ICoD. International Competency Standards for Dietitian‐Nutritionists. International Confederation of Dietietic Associations. 2016.
• 10. Board D. Professional Competencies & Standards for Dietitians. Wellington: Dietitians Board. 2017.
• 11. Atkins J, Gingras J. Coming and going: dietetic students’ experience of their education. Can J Diet Pract Res. 2009;70:181-186.
• 12. MacLellan D, Lordly D. Dietetic students’ understanding: of what becoming a dietitian means. Can J Diet Pract Res. 2013;74:96-97.
• 13. O'shea M-C, Palermo C, Rogers GD, Williams LT. Simulation-based learning experiences in dietetics programs: a systematic review. J Nutr Educ Behav. 2020;52:429-438.
• 14. Dart J, Ash S, McCall L, Rees C. “We Are Our Own Worst Enemies”: A qualitative exploration of sociocultural factors in dietetic education ınfluencing student-dietitian transitions. J Acad Nutr Diet. 2022; 122(11), 2036-2049.
• 15. O'Shea MC, Palermo C, Rogers GD, Williams LT. Development of affective learning in dietetics graduates: A qualitative longitudinal study. J Hum Nutr Diet. 2022;122(11),2036-2049.
• 16. Horata ET, Erel S. Evaluation of professional awareness in physiotherapy and rehabilitation students of Afyon Kocatepe University. In SHS Web of Conferences; 2017.
• 17. Poorchangizi B, Borhani F, Abbaszadeh A, Mirzaee M, Farokhzadian J. The importance of professional values from nursing students’ perspective. BMC Nurs. 2019;18:1-7. 18. Kurunsaari M, Tynjälä P, Piirainen A. Stories of professional development in physiotherapy education. Physiother Theory Pract. 2021:1-14.
• 19. Park, H.-K.; Jeong, Y.-W. Impact of nursing professionalism on perception of patient privacy protection in nursing students: mediating effect of nursing ınformatics competency. MPDI Healthcare. 2021:9,1364.
• 20. Miles MB, Huberman AM, Saldaña J. Qualitative data analysis: A methods sourcebook. Sage publications 2018.
• 21. The Republic of Turkey Ministry of Health. Regulation on job and job descriptions of healthcare professionals and other healthcare professionals. Ankara Türkiye. 2014:20140522-14.
• 22. Job/Duty Definitions on the Basis of Title of the Republic of Turkey Social Security Agency.Website: http://www.sgk.gov.tr/wps/wcm/connect/e82dcd35-1f4e-49f9-9927-567fac013f62/Unvan+Baz%C4%B1nda+%C4%B0%C5%9F+G%C3%B6rev+Tan%C4%B1mlar%C4%B1+Kitab%C4%B1.pdf?MOD=AJPERES.
• 23. Carpenter CM, Suto M. Qualitative research for occupational and physical therapists: A practical guide. Wiley; 2008.
• 24. Nie M, Xiong Z, Zhong R, Deng W, Yang G. Career choice prediction based on campus big data—mining the potential behavior of college students. Appl Sci. 2020;10:2841.
• 25. Yunusa S, Jaafar W, Ismail A, Othman W. A Study on the Relationship between Family Peer Group Media and Career Decision Making among Undergraduates in Nigeria. nt. J Acad Res Prog Educ Dev. 2022;11:319-330.
• 26. Kazi AS, Akhlaq A. Factors Affecting students' career choice. Journal of research and reflections in education. 2017;11(2).
• 27. Azman F, Abdul Ghapar A, Ahmad Faudzi M, Baskaran H, Rahim FA. Systematic review of common factors used to measure individuals’ career choice. International Visual Informatics Conference. 2021;111-126.
• 28. Zulfikarijah F, Mohyi A. Career choice of the students, what is important? Journal of Career and Entrepreneurship. 2022;1:44-58.
• 29. Lordly D. University students’ reservations: about dietetics as a career choice. Can J Diet Pract Res. 2013;74:42-45.
• 30. Skrzypek M, Turska D, Ostrowska L, Szostak-Węgierek D, Krzyszycha R, Szczygieł K. Personality profile of dietetics students from medical universities in the context of efficacy of prospective dietetic counseling–a Polish study. Ann Agric Environ Med. 2021;28:639-644.
• 31. Linsenmeyer W, Rahman R. Career motivations and aspirations of dietetic students: applying the social cognitive career theory. Internet Journal of Allied Health Sciences and Practice. 2021;19:2. 32. Marais D, Marais M, Visser J, Boome C, Taylor D. What do dietetics students think professionalism entails? Afr J Health Prof Educ. 2012;4:28-33.
• 33. Hughes R, Desbrow B. Aspiring dietitians study: a pre‐enrolment study of students motivations, awareness and expectations relating to careers in nutrition and dietetics. Nutr Diet. 2005;62:106-109. 34. Plint H, Ball L, Hughes R, Desbrow B. Ten‐year follow up of graduates from the aspiring dietitians study: Implications for dietetic workforce development. Nutr Diet. 2016;73:241-246.
• 35. Schwartz VS, Rothpletz-Puglia P, Denmark R, Byham-Gray L. Comparison of standardized patients and real patients as an experiential teaching strategy in a nutrition counseling course for dietetic students. Patient Educ Couns. 2015;98:168-173.
• 36. O'Kane G. Developing pre-clinical skills in nutrition and dietetics' students from a NSW rural university in an acute care private hospital. Focus on Health Professional Education: A Multi-Disciplinary Journal. 2010;11(2):60-75.
• 37. Swanepoel E, Tweedie J, Maher J. Building dietetic student confidence and professional identity through participation in a university health clinic. Nutr Diet. 2016;73:229-234. 38. Palermo C, Walker KZ, Brown T, Zogi M. How dietetics students like to learn: Implications for curriculum planners. Nutr Diet. 2009;66:108-112.
• 39. Evans EW, Redmond EC, Alwan N, Ilic S. Awareness and attitudes of student dietitians in Lebanon, UK and USA towards food safety. Foods. 2021;10:1875.
• 40. Arendt SW, Gregoire MB. Dietetics students perceive themselves as leaders and report they demonstrate leadership in a variety of contexts. J Acad Nutr Diet. 2014;114:S20-S25.