The public health nutrition intervention management bi-cycle: a model for training and practice improvement
ABSTRACT The present paper describes a model for public health nutrition practice designed to facilitate practice improvement and provide a step-wise approach to assist with workforce development.
The bi-cycle model for public health nutrition practice has been developed based on existing cyclical models for intervention management but modified to integrate discrete capacity-building practices.
Education and practice settings.
This model will have applications for educators and practitioners.
Modifications to existing models have been informed by the authors' observations and experiences as practitioners and educators, and reflect a conceptual framework with applications in workforce development and practice improvement. From a workforce development and educational perspective, the model is designed to reflect adult learning principles, exposing students to experiential, problem-solving and practical learning experiences that reflect the realities of work as a public health nutritionist. In doing so, it assists the development of competency beyond knowing to knowing how, showing how and doing. This progression of learning from knowledge to performance is critical to effective competency development for effective practice.
Public health nutrition practice is dynamic and varied, and models need to be adaptable and applicable to practice context to have utility. The paper serves to stimulate debate in the public health nutrition community, to encourage critical feedback about the validity, applicability and utility of this model in different practice contexts.
Full-textDOI: · Available from: Barrie M Margetts, Mar 03, 2014
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Article: The public health nutrition intervention management bi-cycle: a model for training and practice improvement
- SourceAvailable from: Agneta YngvePublic Health Nutrition 11/2012; 15(11):1979-80. DOI:10.1017/S1368980012004570 · 2.48 Impact Factor
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ABSTRACT: To examine the availability of academic programmes in nutrition and identify nutrition training needs in Central and Eastern Europe (CEE). A questionnaire with close-ended and open-ended questions was distributed to the members of the United Nations University Standing Committee on Nutrition, Regional Network for Capacity Development in Nutrition in CEE (NCDN CEE). Participants' responses to the questionnaire including the comments of their colleagues from home institutions were obtained in group discussions during NCDN CEE meetings in 2010-2013. Sixteen CEE countries' experts and their colleagues from home institutions involved in NCDN CEE activities 2007-2013. The responses were obtained from fourteen out of sixteen participating countries; five countries have established Bachelor, Master and PhD studies in nutrition (Croatia, Czech Republic, Poland, Slovak Republic and Slovenia), whereas in Latvia and Republic of Macedonia only Bachelor and Master studies are set up. Seven countries have no Bachelor, Master or PhD studies: Bosnia and Herzegovina, Bulgaria, Estonia, Lithuania, Montenegro, Romania and Serbia. Introduction to data analysis and Nutritional epidemiology are the most needed nutrition trainings that would increase working competence of nutritionists and nutrition-related professionals in CEE. Availability of academic programmes in nutrition in CEE countries is limited. Opportunities for improving the competence of existing and future nutrition-related professionals should be addressed at national and regional level; distance learning courses and creation of a regional centre for nutrition training were seen as opportunities for sustainable capacity development in nutrition in CEE.Public Health Nutrition 02/2014; 18(2):1-6. DOI:10.1017/S1368980014000172 · 2.48 Impact Factor
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ABSTRACT: AimTo qualitatively evaluate a learning and teaching intervention for developing research and evaluation competencies, structured around the experience of having to conduct a significant research project.MethodsA qualitative study utilising semi-structured interviews among a sample of 25 recent graduates from Griffith University's Master of Nutrition and Dietetics Program. Interviews explored student motivations for doing the research major, the student's experience of the full-time semester long research project, and the actual and perceived outcomes of this experience. Interviews were audiotaped, transcribed verbatim, and thematically analysed via open coding and triangular analysis by three of the authors.ResultsAll of the graduates interviewed had conducted research projects across a range of practice settings. Motivations for electing to do the research major varied from disinterest in other options to an opportunity to ‘taste-test’ research, to develop research competencies and secure pathways to later research studies. The student learning experience was described as intense, stressful but rewarding and a steep learning curve. Graduates reported that they learned much more than research competencies during this process and many converted this research activity into a research output (journal article or conference abstract). Students reflected on the strong sense of achievement associated with research outputs and the competitive advantage it had provided on seeking graduate employment.Conclusions It is possible to develop graduate dietitians' research and evaluation competencies using curriculum initiatives that exploit experiential learning. Exposing students to the research practice cycle culminating in peer-reviewed publication builds research self-efficacy and positions students for good employment outcomes.Nutrition & Dietetics 03/2014; 71(1). DOI:10.1111/1747-0080.12039 · 0.66 Impact Factor