Integrating Systems Thinking in Nutrition and Dietetics Education

Introduction

Integrating systems thinking, which emphasizes recognizing interconnections, gaining diverse perspectives and considering the big picture, can enhance curricula and better prepare practitioners. Despite its benefit and growing support, systems thinking is not yet a required part of dietetics accreditation or entry-level practice. This qualitative study sought to understand educators' views on incorporating systems thinking into nutrition and dietetics education.

Methods

Thirteen Registered Dietitian Nutritionists from various US census regions and accredited program types were recruited. Semi-structured interviews were audio-recorded and transcribed verbatim. Grounded theory methodology and iterative coding analysis were used to analyse the transcriptions in Excel.

Results

Three interrelated themes emerged from educator perspectives: (1) individual characteristics (personal attributes; multi-, inter- and transdisciplinary experiences; perspective seeking; relationship building), (2) nutrition and dietetics education (training, resources, accreditation requirements, value awareness) and (3) the dietetics profession (organizational culture, education and practice integration, continuing education, professional guidance).

Conclusions

Integrating systems thinking into nutrition and dietetics education can be facilitated across three levels: individual, education and the profession through training, resources, accreditation competencies and awareness. However, implementation requires fostering a cultural shift within the profession and overcoming resistance to change.