在澳大利亚的饮食学课程中整合饮食障碍,饮食障碍和身体形象内容:对学生感知的定性探索
Alana Heafala1, Roshan R Rigby2, Christie J Bennett3
1Social Marketing @ Griffith, Griffith Business School, Brisbane South Campus, Griffith University, Nathan, Queensland, Australia; School of Allied Health, Sport and Social Work, Gold Coast Campus, Griffith University, Southport, Queensland, Australia.
Journal of the Academy of Nutrition and Dietetics
|July 31, 2025
概括
将饮食障碍和饮食障碍教育整合到饮食学课程中,可以提高学生的准备能力. 这项研究发现,探索与食物的个人关系改善了专业身份和准备照顾饮食障碍患者的准备.
科学领域:
- 营养和营养学教育教育教育营养和营养学
- 饮食障碍的心理学 饮食障碍的心理学
- 专业身份发展 专业身份发展
背景情况:
- 澳大利亚的饮食计划不足以覆盖饮食失调和饮食障碍.
- 这种内容差距导致营养学家缺乏对治疗这一群体的信心.
- 基于大学的有针对性的学习可以提高未来的劳动力能力在饮食障碍护理.
研究的目的:
- 评估个人食物和身体关系的探索如何影响营养学学生的专业身份和为饮食障碍护理的准备.
- 了解学生对将这些内容整合到他们的饮食学课程的看法.
主要方法:
- 一种定性多方法方法探索了饮食学学生在为期2周的教育计划中的观点.
- 数据收集包括在线调查和重点小组/与营养学和营养学学士学生的个人访谈.
- 调查数据经过内容分析;采访数据使用框架方法.
主要成果:
- 出现了四个主题,包括个人和职业身份的相互联系.
- 学生认识到与食物和自我健康关系的重要性.
- 确定了提高课程的教学意义.
结论:
- 在饮食计划中包括饮食障碍和饮食障碍的内容是有价值的.
- 学生们强调了现有内容的挑战,并提出了改善未来课程的建议.
- 加强教育可以更好地准备未来的营养学家来支持患有饮食障碍的人.
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