The impact of Linking Immigrants with Nutrition Knowledge (LINK) initiative on improving cultural competency skills among nutrition and dietetic students in Canada
Notice bibliographique
Résumé
Background The health of culturally diverse newcomers to Canada declines rapidly in the first few years post migration primarily due to the onset of chronic diseases which is often related to poor dietary habits. On the other hand, nutrition and dietetic students usually do not have the chance to be exposed to other cultures to increase their cultural competency skills and provide nutritional advice while dealing with language barrier and/or traditional believes and practices that may interfere to healthy eating. Methods From 2011, we have designed and implemented a hands‐on project “Linking Immigrants with Nutrition Knowledge (LINK)” as a part of Food, Culture and Nutrition course where we pair groups of two nutrition students with an immigrant or refugee family. They were involved in several purposeful activities throughout the four‐month project. We used mixed‐methods design to evaluate the impact of LINK on cultural competency of students, both quantitatively and qualitatively. In quantitative analyses, we evaluated cultural competency skills of students before and after LINK within the last four years through a standard cultural competency questionnaire. Descriptive and regression analyses, controlling for potential confounders, were conducted. In qualitative component, we collected information and perspectives of students, former students who are currently practicing as dietitians and preceptors with regards to the impact of LINK project on their practice after graduation. Results After the LINK project, there was a considerably significant increase in odds of higher levels of cultural competency knowledge, skills and encounters (p <0.05) among students compared to before enrollment in LINK. From year to year, there is an increase in odds of high attitude vs. medium and vs. low attitude. The qualitative data are in complete agreement with the quantitative results. Conclusion Students in health disciplines are expected to have skills for effective communication and interaction with clients from a divers ethno‐cultural backgrounds. Projects that provide real‐life experience, such as LINK, are essential in increasing nutrition students’ cultural competency knowledge, skills and encounter/situation in today's multi‐cultural societies. Support or Funding Information University of Saskatchewan, Government of Saskatchewan
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».