Experiences and Perspectives of Canadian Dietetic Educators Regarding Food Literacy and Its Incorporation Into Undergraduate Dietetics Programs

IF 2.3 3区医学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Journal of Nutrition Education and Behavior Pub Date : 2025-01-01 DOI:10.1016/j.jneb.2024.09.007

Cathy Langdon MSc, RD, Allison Cammer PhD, RD, Roy Dobson PhD, Jessica R.L. Lieffers PhD RD

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引用次数: 0

Abstract

Objective

To explore the experiences and perspectives of Canadian dietetic educators regarding food literacy and its incorporation into accredited undergraduate food and nutrition programs.

Design

Semistructured qualitative interviews.

Setting

Canada.

Participants

Purposive sampling via email invitation of dietetic educators (n = 18) who teach academic courses in food and nutrition programs in Canada that lead to a career in dietetics.

Phenomenon of Interest

How food literacy is understood and valued; where and how food literacy is being included in curricula; challenges to incorporation.

Analysis

Interpretive description, concurrent data collection and analysis, constant comparative analysis, inductive coding, and development of themes.

Results

Four themes were developed from the interview transcripts, which included the following: conceptualization of food literacy is still evolving; food literacy is important to the dietetic profession; aspects of food literacy felt to be well represented in curricula, but there is room for growth; and food literacy's incorporation in curricula is challenged by unclear key concepts.

Conclusions and Implications

A key first step to inform how food literacy is taught in dietetic education programs is to find agreement on an operational definition of food literacy in the context of dietetic practice and to clarify the role dietitians play in promoting food literacy.

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加拿大饮食教育工作者关于食物素养的经验与观点，以及将其纳入大学饮食课程。

目的：探讨加拿大饮食教育工作者在食品素养方面的经验和观点，并将其纳入经认证的本科食品和营养课程。设计：半结构化定性访谈。设置:加拿大。参与者：通过电子邮件邀请在加拿大教授食品和营养项目学术课程的营养教育工作者（n = 18）进行有目的的抽样，这些教育工作者可能会从事营养学方面的职业。兴趣现象：如何理解和重视食物素养；在何处以及如何将食品知识纳入课程；公司面临的挑战。分析：解释性描述，并发数据收集分析，持续对比分析，归纳编码，主题开发。结果：从访谈记录中发展出四个主题，其中包括以下内容：食品素养的概念化仍在发展；食物知识对营养学专业来说很重要；食品素养的各个方面在课程中得到了很好的体现，但仍有增长的空间；而将食品素养纳入课程也受到关键概念不明确的挑战。结论和意义：了解如何在饮食教育计划中教授食物素养的关键第一步是在饮食实践的背景下就食物素养的操作定义达成一致，并阐明营养师在促进食物素养方面所起的作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Nutrition Education and Behavior 医学-学科教育

CiteScore

4.20

自引率

11.50%

发文量

379

审稿时长

44 days

期刊介绍： The Journal of Nutrition Education and Behavior (JNEB), the official journal of the Society for Nutrition Education and Behavior, is a refereed, scientific periodical that serves as a global resource for all professionals with an interest in nutrition education; nutrition and physical activity behavior theories and intervention outcomes; complementary and alternative medicine related to nutrition behaviors; food environment; food, nutrition, and physical activity communication strategies including technology; nutrition-related economics; food safety education; and scholarship of learning related to these areas. The purpose of JNEB is to document and disseminate original research and emerging issues and practices relevant to these areas worldwide. The Journal of Nutrition Education and Behavior welcomes evidence-based manuscripts that provide new insights and useful findings related to nutrition education research, practice and policy. The content areas of JNEB reflect the diverse interests in nutrition and physical activity related to public health, nutritional sciences, education, behavioral economics, family and consumer sciences, and eHealth, including the interests of community-based nutrition-practitioners. As the Society''s official journal, JNEB also includes policy statements, issue perspectives, position papers, and member communications.