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Registered Dietitians' Knowledge, Attitudes and Use of Simulation-Based Education in Ireland: A Mixed-Methods Study
Aoibheann Power1, Clodagh Lee1, Clare Corish1
1University College Dublin, School of Public Health, Physiotherapy and Sports Science, Dublin, Ireland.
Summary
Simulation-based education (SBE) is supported by Irish dietitians, but inconsistent use stems from understanding gaps. Improved training and institutional support are key for effective integration into dietetic education.
Area of Science:
- Dietetic Education
- Healthcare Simulation
- Professional Competence Development
Background:
- Simulation-based education (SBE) is a growing tool in healthcare training for communication, clinical reasoning, and professional competence.
- Its application in dietetics education in Ireland is not well understood.
- This study investigates dietitians' knowledge, attitudes, and use of SBE, and factors influencing its implementation.
Purpose of the Study:
- To assess the current understanding and utilization of SBE among dietitians in Ireland.
- To explore the barriers and facilitators to implementing SBE in pre-registration dietetic education.
- To identify factors influencing the adoption of SBE in dietetic training.
Main Methods:
- A convergent mixed-methods design combining online questionnaires and semi-structured interviews.
- Questionnaires assessed familiarity, attitudes, use, barriers, and facilitators among CORU-registered dietitians.
- Interviews explored experiences and perceptions using the Capability, Opportunity, Motivation-Behaviour (COM-B) model, with integrated analysis.
Main Results:
- 114 dietitians participated; 78% had simulation exposure, 85% desired training, but only 14% reported SBE use.
- Familiarity correlated with positive attitudes, motivation, and fewer resource/cost barriers (p < 0.001). Professional experience predicted SBE use.
- Qualitative data revealed definitional ambiguity of SBE, with role-play/case studies often used without explicit identification as simulation. Barriers included time, training, resources, and institutional support; enablers were shared resources, collaboration, and clearer guidance.
Conclusions:
- Irish dietitians generally support SBE, but inconsistent application is linked to a lack of clear understanding.
- Addressing gaps in educator training, providing clearer definitions of SBE, and enhancing institutional support are crucial.
- Effective integration of SBE into dietetic education requires a coordinated approach to overcome current implementation challenges.
