Dietetic Educators’ Perspectives on the Ways in Which Leadership Is Demonstrated by Dietetic Students and Interns: Insights from a Canadian Study
Notice bibliographique
Résumé
Background and objectives: As food and nutrition experts, dietitians are key to quality care for numerous patients and clients. Dietitians continue to find their place within the health care hierarchy and the ways in which they can be recognized as leaders in the healthcare system. In Canada, there is a new competency domain related to dietetic leadership; however, little is known about Canadian dietitians’ leadership development. The objective was to develop a foundational understanding of how leadership skills are currently taught through dietetic education in Canada. Methods: A documentary analysis of 13 Canadian dietetic programs and a focus group interview with dietetic educators was conducted as one phase of a doctoral study. The interview was recorded and transcribed verbatim. A data extraction tool was used to analyze the program documents, and thematic analysis was conducted on the interview transcript. Results: Findings from the documentary analysis provided a snapshot of how leadership was developed in students, considering leadership was not a core competency at the time of the data collection and analysis. Focus group participants agreed with the documentary analysis findings. They talked about how personal characteristics can be developed and shared examples of how they have seen students develop their leadership skills throughout their educational experience. There was no evidence that each program had a specific definition or conceptual framework for leadership; however, some of the educators talked about distributed leadership as important to dietetic practice. Where the focus group participants began to diverge from the preliminary findings was when they began to talk about specific program elements such as curricula, program or institution requirements, and education needs requirements. Discussion: Dietetic educators suggest that students demonstrate leadership through their ability to critically reflect, collaborate with other classmates, and develop and implement comprehensive plans. The main way dietetic students gain leadership skills outside of the program is primarily through extracurricular activities. Many of these activities are within, but not limited to, the nutrition and dietetics profession. Dietetic educators agreed that leadership can be developed in dietetic students, although some leadership characteristics are important when applying to a program.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,004 | 0,006 |
| Études des sciences et des technologies | 0,037 | 0,011 |
| Communication savante | 0,008 | 0,002 |
| Science ouverte | 0,003 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 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 source (Gemma direct ou Codex distillé), 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 ».