Conceptual diagrams help dietetic students to understand and apply the nutrition care process
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
School
School of Medical and Health Sciences
RAS ID
77933
Copyright
free_to_read
Publisher
University of Dayton
Identifier
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
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.