"通过教育,我们可以做出改变":一个设计思维方法,以入门级的饮食学教育有关饮食障碍
Alana Heafala1,2, Lauren Ball3, Sharyn Rundle-Thiele4
1School of Health Sciences and Social Work, Gold Coast Campus, Griffith University, Southport, Queensland, Australia.
概括
这项研究共同创建了将饮食障碍教育纳入饮食学课程的战略. 关键的发现强调合作,生活经验的包容性,以及改变的看法,以更好地为学生准备饮食障碍护理.
科学领域:
- 营养科学 营养科学
- 医学教育 医学教育
- 公共卫生 公共卫生
背景情况:
- 饮食障碍需要专门的护理,但饮食学课程往往缺乏全面的培训.
- 整合饮食障碍的内容对于装备未来的饮食学家至关重要.
- 利益相关者的参与对于有效的课程开发至关重要.
研究的目的:
- 共同创建战略,将饮食障碍内容纳入饮食学课程.
- 确定增强饮食学学生在饮食障碍护理方面的能力的机会.
- 让利益相关者参与到设计思维方法中,以改善课程.
主要方法:
- 采用了务实,混合方法,参与式设计方法.
- 在线调查评估了学生和毕业生关于饮食障碍的学习需求.
- 一个设计思维撤退参与了利益相关者,包括营养学家,教育工作者,学生和有实践经验的个人.
主要成果:
- 出现了四个主要主题:使饮食障碍护理正常化,倡导国家课程变化,优先考虑生活经验,并促进协作内容设计.
- 调查数据为撤退讨论提供了关于增强学生信心和能力的信息.
- 利益相关者确定了课程整合的可操作策略.
结论:
- 整合饮食障碍内容需要提高意识,提高教育工作者的技能,并促进合作.
- 包括生活经验是有效饮食障碍教育的核心.
- 需要进一步的研究来评估实施的战略对学生成绩的影响.
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