Conceptual diagrams help dietetic students to understand and apply the nutrition care process

Author Identifier (ORCID)

Janica Jamieson: https://orcid.org/0000-0002-9019-9011

Phillipa Lyons-Wall: https://orcid.org/0000-0002-0001-1055

Therese O'Sullivan: https://orcid.org/0000-0003-1003-854X

Abstract

Aim: To evaluate the impact of a conceptual diagram assessment task on dietetic student knowledge of and confidence applying the Nutrition Care Process. Methods: Situated within a pragmatic research paradigm, this mixed methods study applied a survey administered before and after a conceptual diagram assessment task using the Nutrition Care Process to explore changes in student knowledge, self-reported confidence, perceptions towards the Nutrition Care Process, and student experience. Nineteen students enrolled in a first-semester unit within a Master level dietetic course completed the assessment task, which visually presented a client case sourced from the student-run clinic within the Nutrition Care Process framework, as an adjunct to traditional teaching. Wilcoxon Signed-Rank test determined changes in knowledge and the McNemar test determined changes in self-reported confidence and perspective. Open-ended responses were thematically analyzed. Results:Knowledge scores (maximum of 10) significantly increased following participation in the assessment task (before 5.63 ± 1.67, after 8.36 ± 1.16, P Conclusions: Using conceptual diagrams alongside client cases is a novel and effective education tool to help dietetic students understand and apply the Nutrition Care Process as part of a system of assessment.

Document Type

Journal Article

Date of Publication

2-4-2025

Publication Title

Journal of Dietetic Education

Publisher

University of Dayton

School

School of Medical and Health Sciences

RAS ID

77933

Comments

Jamieson, J., Kovacic, B., Lyons-Wall, P., & O'Sullivan, T. (2025). Conceptual diagrams help dietetic students to understand and apply the nutrition care process. Journal of Dietetic Education, 3(1). https://doi.org/10.26890/gpwe3797.

Copyright

free_to_read

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