共同创建饮食障碍教育解决方案:澳大利亚饮食学课程的设计思维方法
Alana Heafala1,2, Sharyn Rundle-Thiele3, Lauren Ball4
1School of Health Sciences and Social Work, Gold Coast Campus, Griffith University, Southport, QLD, Australia.
概括
一个设计思维方法开发了四个教育原型,以提高饮食学生的饮食学.
科学领域:
- 营养和营养学教育教育教育教育
- 公共卫生 公共卫生
- 课程开发 课程开发
背景情况:
- 越来越多的饮食障碍患病需要改善饮食学工作人员的准备.
- 迫切需要将饮食障碍 (ED) 内容纳入饮食教育中.
研究的目的:
- 描述一个五步设计思维过程,用于开发和测试ED教育解决方案的饮食学.
- 创造创新的方法,为未来的营养学家提供照顾饮食障碍患者的设备.
主要方法:
- 一天的面对面设计思维撤退,采用五步实用方法.
- 有目的地抽取利益相关者的样本:主题专家,教育工作者,生活经验专家,学生和最近的毕业生.
- 反思性主题分析头脑风暴的想法和设计解决方案.
主要成果:
- 十七名参与者为设计思维撤退做出了贡献.
- 开发了四个教育原型:课程认证变化,多模式学习包,集成的ED内容与教育工作者升级,以及共同设计的ED模块.
- 原型旨在将饮食障碍内容嵌入大学课程.
结论:
- 设计思维过程成功地吸引了各种利益相关者参与创建饮食障碍教育干预方案的原型.
- 需要进一步的研究来评估这些原型在为饮食学学生准备饮食障碍护理方面的有效性.
- 该研究强调了协作设计思维在解决营养和饮食教育中的关键差距方面的潜力.
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