A dietitian must earn the credentials of Registered Dietitian Nutritionist to be employed as a clinical dietitian in the hospital and public health settings (Academy, 2013). According to the Bureau of Labor Statistics, the job outlook for registered dietitians is expected to grow 16% by 2024 (U.S. Bureau of Labor Statistics, 2016). In recent years, it has been increasingly difficult to find Registered Dietitians who are willing to serve as preceptors for dietetic students, leading to a shortage of internship sites (Thompson & Gutschall, 2015). Therefore, dietetic programs are forced to find other means of training, such as simulation for students to achieve dietetics competencies required for their credentialing. Simulation, specifically high-fidelity simulation, offers a real-world setting in which students could learn and achieve competencies. This study explored the use of simulation in dietetics education as it has been used in nursing education and other fields. It also investigated the role of technology acceptance in the successful implementation of simulation as it relates to self-efficacy and student-centered learning. Self-efficacy and student-centered learning were explored for their connection with achievement of clinical competencies in dietetics; particularly, the nutrition focused physical exam. The achievement of dietetics competencies with the use of simulation could implicate the effectiveness of simulation in dietetics education.
|Advisor:||Trahan, Mitzi P., Olivier, Dianne F.|
|School:||University of Louisiana at Lafayette|
|School Location:||United States -- Louisiana|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Nutrition, Higher education|
|Keywords:||Active learning, Dietetics, Higher education, Manikin, Simulation|
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