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Validation of performance criteria for Australian dietitians' competence in education of individual clients
Author(s) -
CANT Robyn,
ARONI Rosalie A.
Publication year - 2009
Publication title -
nutrition and dietetics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.479
H-Index - 31
eISSN - 1747-0080
pISSN - 1446-6368
DOI - 10.1111/j.1747-0080.2008.01317.x
Subject(s) - competence (human resources) , medicine , medical education , descriptive statistics , perception , focus group , family medicine , nursing , psychology , social psychology , statistics , mathematics , marketing , neuroscience , business
Aim: The present study examined dietitians' and clients' perceptions of competence required for the process of nutrition education of individuals and used results to validate performance criteria. Methods: A sequential qualitative–quantitative design was used. A quota sample of dietitians in one Australian state (n = 46; 12%), working in hospital, community or private practice, attended a focus group or interview. A quota of their clients (n = 34) from eight centres was interviewed. Participants were asked about dietitians' skills and attributes. Audio‐taped data were transcribed verbatim and open‐coded to identify themes; results were used to develop an 88‐item questionnaire asking about educational strategies, counselling skills and professional attributes. Australian dietitians in the targeted population (n = 258; 16%) responded to a Web‐based survey in 2006. Descriptive statistics were used for ranked data and between‐group relationships were examined using χ 2 . Criterion for item acceptance was ≥70% agreement. Results: Results from two phases of research and from dietitians and clients revealed agreement about dietitians' desirable nutrition education skills. In the questionnaire results, no significant differences were found in educational strategies used by employment category, by year of qualification or experience. Forty‐two performance criteria were confirmed and clustered into an eight‐step process model. Underpinning skills of ‘nutrition knowledge’, ‘professional and ethical values’ and ‘communication skill’ were identified as necessary attributes and are described. Conclusions: Performance criteria for nutrition education of individuals were confirmed as valid. A process model is presented, which describes a proficient practice level. This should be evaluated further as a nutrition education and counselling practice assessment tool.