Teaching noncognitive skills to dietetic students: a model

Area of Science:

• Dietetics and Nutrition Education
• Behavioral Science in Healthcare

Background:

• Traditional dietetic education often emphasizes cognitive knowledge over essential noncognitive skills.
• Effective patient counseling requires understanding behavior change principles and client-specific factors.
• The role of a dietitian extends beyond nutritional advice to facilitating significant behavioral shifts.

Purpose of the Study:

• To present a model for a workshop-based course designed to teach noncognitive skills to dietetic students.
• To integrate behavior change projects and dietary compliance strategies into the curriculum.
• To enhance students' understanding of the dietitian's role as a change agent.

Main Methods:

• Development of a course by the Department of Nutrition and Medical Dietetics in collaboration with a University Counseling Service.
• Utilizing a behavior change project and a dietary compliance workshop as central learning activities.
• Incorporating discussions on personality-type differences and providing videotape feedback on interviewing and counseling techniques.

Main Results:

• Students gain insight into the dietitian's potential as a powerful instrument for client change.
• Exposure to diverse personality types fosters an appreciation for varied professional approaches.
• Course activities effectively integrate concepts by analyzing factors influencing client eating behavior changes.

Conclusions:

• The proposed course model equips dietetic students with crucial noncognitive skills for effective practice.
• Understanding behavior change and client individuality enhances a dietitian's ability to facilitate compliance.
• This educational approach empowers future dietitians to act as effective change agents in health promotion.