Abstract
Objective
To investigate the impact of simulated patients on dietetics students’ and interns’
communication and nutrition-care competence.
Design
Pre-post observational study in which students’ communication and nutrition-care competence
was evaluated during the first and final clinical nutrition simulations in winter,
2017.
Setting
University of Guelph, Canada.
Participants
Seventeen undergraduate students enrolled in Applied Clinical Skills (NUTR*4120) and
15 graduate students/interns enrolled in Practicum in Applied Nutrition II (FRAN*6720).
Variables Measured
Selected communication and nutrition-care performance indicators (PI) (undergraduates = 18;
graduate = 33) included in the Canadian Integrated Competencies for Dietetic Education
and Practice, each measured out of a maximum of 3 points.
Analysis
Grand means of communication and nutrition-care PI scores were compared across 2 time
points using paired t tests, at a significance level of .05.
Results
Undergraduates’ (n = 15) communication and nutrition-care PI scores increased by 0.9
± 0.35 (49.7%) and 0.8 ± 0.22 (45.8%) points, respectively (both P < .001). Graduate students’ communication and nutrition-care PI scores increased
by 0.4 ± 0.45 (18.5%) and 0.7 ± 0.59 (37.9%) points, respectively (both P < .01).
Conclusions and Implications
Simulated patients incorporated into clinical nutrition courses increase dietetics
students’ and interns’ communication and nutrition-care competence. More research
using comprehensive practice-based competency assessment tools is needed in larger
samples of students and interns.
Key Words
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Article info
Publication history
Published online: November 05, 2019
Accepted:
September 29,
2019
Footnotes
Conflict of Interest Disclosure: The authors have not stated any conflicts of interest.
Identification
Copyright
© 2019 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
