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Hyponeophagia: A Measure of Anxiety in the Mouse

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Dietetic Students' Perceived Anxiety towards Simulation Activities: A Mixed-methods Pilot Study.

Mylène Rosa¹, Alexandra M Bodnaruc^1,2, Isabelle Giroux^1,2

¹School of Nutrition Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, ON.

Canadian Journal of Dietetic Practice and Research : a Publication of Dietitians of Canada = Revue Canadienne De La Pratique Et De La Recherche En Dietetique : Une Publication Des Dietetistes Du Canada

|December 3, 2024

Summary

Simulation-based learning significantly reduced anxiety in dietetic students. Key factors influencing anxiety included preparation, self-confidence, and the learning environment, suggesting strategies to mitigate stress in educational settings.

Keywords:

Dietetics Diététique anxiety anxiété apprentissage education learning perceptions simulations students éducation étudiants

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Published on: February 10, 2016

Area of Science:

Medical Education
Psychology
Nutrition Science

Background:

Simulation-based learning (SBL) is increasingly used in dietetic education.
Anxiety can be a significant barrier to effective learning and skill development in healthcare students.
Understanding student anxiety in SBL is crucial for optimizing educational strategies.

Purpose of the Study:

To evaluate anxiety levels in dietetic students before and after SBL.
To identify specific sources of anxiety experienced by students during SBL activities.

Main Methods:

A mixed-method convergent pilot study design was employed.
Dietetic students completed pre- and post-simulation surveys including the French State-Trait Anxiety Inventory.
Individual interviews and focus group discussions were conducted to gather qualitative data on perceived anxiety sources.

Main Results:

A statistically significant reduction in both trait and state anxiety was observed from pre- to post-simulations (P < 0.05).
Individual factors contributing to anxiety included stress and self-confidence.
External factors comprised unknown situations, observers, patient profiles, feedback, preparation, and the academic setting.

Conclusions:

Strategies such as educator absence during simulations, thorough preparation, and emphasizing the non-evaluative nature of simulations can reduce student anxiety.
These pedagogical approaches may enhance competency development in dietetic learners.
Addressing student anxiety is vital for successful implementation of SBL in dietetic programs.