To assess changes in quality of nutrition care documentation as students progress through a Future Education Model dietetics program.
Use of Theory or Research
Adult Learning Theory guided design and delivery of courses within the Future Education Model dietetics program at The Ohio State University.
First-year students enrolled in the masters-level Future Education Model dietetics program during the fall semester of 2021 (n = 31).
Lecture, peer-to-peer activities, case studies, and standardized patient experiences are used to develop student competence in nutrition care over the course of the semester.
Two case study notes written in the eighth and fifteenth weeks of the course were assessed for quality using the validated NCP Quality Evaluation and Standardization Tool (NCP-QUEST). Interrater reliability was established on 10% of the notes. Differences in mean scores between the first and second notes were assessed for changes with a paired samples t-test.
Mean NCP-QUEST scores on the first and second case study notes were 7.2 (2.8 SD) and 8.7 (2.7 SD) out of a total of 18, respectively. A significant improvement was observed between scores of the two notes (P = 0.013, Cohen's D = 3.3). In both notes, all students received a point for writing a nutrition prescription (NI2). Documenting succinct and relevant assessment data (NA4), noting the etiology matrix category (ND3), and utilizing standardized terminology in the intervention (NI5) were areas where students were challenged, with <1 student receiving a point in these categories. The greatest improvement between the two notes was observed in NA3: measurable assessment data provides evidence that a nutrition diagnosis is present.
Students showed significant improvement between writing their first and second nutrition notes, indicating gains in knowledge and skill as they progressed through the program. This study elucidates areas of focus for educators to improve quality of student nutrition notes.