在营养和饮食学中整合系统思维教育教育教育
Erin Bergquist1, Lyndi Buyckingham-Schutt1, Scott Smalley1
1Iowa State University, Ames, Iowa, USA.
概括
在营养和饮食学教育中整合系统思维需要个人,教育和专业的支持. 促进文化转变是克服实施障碍的关键,以改善从业人员的准备.
科学领域:
- 营养和营养学教育教育教育营养和营养学
- 健康 职业 教育 教育 专业
- 系统科学 系统科学
背景情况:
- 系统思维,强调相互联系和多样化的观点,可以提高课程和从业人员的准备.
- 尽管有好处,但系统思维尚未成为饮食学认证或实践的标准.
- 了解教育工作者的观点对于整合至关重要.
研究的目的:
- 探索教育工作者关于将系统思维纳入营养和饮食教育的观点.
- 确定在现场实施系统思维的促进者和障碍.
主要方法:
- 定性研究涉及13名注册饮食营养学家来自美国不同地区和项目类型.
- 进行了半结构化的采访,录制了音频,并逐字转录.
- 使用Excel应用了基于理论的方法和代编码分析.
主要成果:
- 出现了三个主题:个人特征 (个人属性,跨学科经验),营养和饮食学教育 (培训,资源,认证) 和饮食学专业 (文化,整合,继续教育).
- 教育工作者的观点强调了需要个体属性,教育支持和专业一致的需要.
- 个人,教育和专业因素的相互联系是显而易见的.
结论:
- 系统思维的整合可以通过培训,资源和认证在个人,教育和专业层面得到促进.
- 营养学专业的文化转变和克服对变化的抵抗是成功实施的必要条件.
- 通过系统思维增强营养和饮食学教育需要采取多方面的方法.
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