| Titre : | ?We Are Our Own Worst Enemies?: A Qualitative Exploration of Sociocultural Factors in Dietetic Education Influencing Student-Dietitian Transitions (2022) |
| Auteurs : | Janeane Dart ; Susan Ash ; Louise McCall ; Charlotte Rees |
| Type de document : | Article |
| Dans : | Journal of the academy of nutrition and dietetics (Vol. 122, n°11, November 2022) |
| Article en page(s) : | p. 2036-2049.e4 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Education |
| Mots-clés: | Professionalism ; Dietetics ; Sociocultural ; Qualitative research ; professional identity ; landscapes of practice |
| Résumé : | Background The transition from student to dietitian is an implicit expectation of dietetic education. Although there has been an expanding literature around elements of competency-based education, little attention has focused on sociocultural aspects of learning and professional identity formation in dietetic education. Objective The aim of this study was to explore sociocultural factors in dietetics education influencing the transition into the profession from the perspective of dietetics students and educators. Design An exploratory qualitative study underpinned by social constructionism. Participants/setting From March 2018 until June 2019, interviews (individual and group) with final-year students (n = 22), dietetic preceptors (n = 27), and university faculty members (n = 51) from 17 of the 18 universities in Australia and New Zealand with accredited dietetic programs were undertaken and explored sociocultural factors in dietetic education. Analysis performed Data were analyzed into key themes using framework analysis and applying the sociocultural theory of landscapes of practice. Results Sociocultural factors are powerful influences on the student-professional transition. Dietetic cultures and minicultures of cohesion, conformity, competition, and conflict aversion exist. Boundaries exist within learning environments, which can limit or pose challenges to professional identity formation and transition into the profession. Conclusion Stakeholders involved in dietetics education play pivotal roles in shaping the microcultures students learn and work within, which influence and impact socialization and transition into the profession. Opportunities exist to re-vision curriculum and foster positive learning cultures with a focus on sociocultural learning, including supporting boundary crossing and professional identity development. |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S221226722200171X |
Bibliothèques HE Vinci
