The food diary as a pedagogical strategy in undergraduate nursing nutrition education: A student evaluation.
Didactics
Diet records
Nurse education
Nutrition
Pedagogy
Questionnaire
Undergraduate nursing
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Mar 2021
Mar 2021
Historique:
received:
02
04
2020
revised:
01
12
2020
accepted:
17
12
2020
pubmed:
17
1
2021
medline:
22
6
2021
entrez:
16
1
2021
Statut:
ppublish
Résumé
Few studies have evaluated educational nutrition activities in undergraduate nursing, and none have published how the established food assessment method, the food diary, can be used as a pedagogical method in this context. To describe undergraduate nursing students' learning outcomes of basic nutrition and important elements for their learning after conducting a one-day food record with a subsequent seminar (henceforth: "the food diary method"). Cross-sectional. Undergraduate nursing program in Sweden. 161 students. Participants conducted a one-day food record by documenting their food intake and calculating the nutritional values. After completion, students participated in a seminar, and an evaluative questionnaire was distributed at the end. The questionnaires contained both numerical and free-text questions. Of 162 students attending the seminar, all but one completed the questionnaire (response rate: 99%). The highest rated learning outcome, on the 5-point Likert scale, was an increased understanding for the nutritional recommendations (Median, M = 5). The highest rated educational aspects were that they compared their records with the nutritional recommendations (M = 5), and the calculations of nutritional values of their records (M = 5). Participants also indicated that they gained information that would be useful for them as practicing nurses (M = 5). Overall, the food diary method appeared to be a feasible method in educating and engaging undergraduate nursing students in the field of basic nutrition. These findings support results from previous studies in this area, such that educational nutrition activities that utilize active, experiential, and social learning strategies were appreciated by the students.
Sections du résumé
BACKGROUND
BACKGROUND
Few studies have evaluated educational nutrition activities in undergraduate nursing, and none have published how the established food assessment method, the food diary, can be used as a pedagogical method in this context.
OBJECTIVE
OBJECTIVE
To describe undergraduate nursing students' learning outcomes of basic nutrition and important elements for their learning after conducting a one-day food record with a subsequent seminar (henceforth: "the food diary method").
DESIGN
METHODS
Cross-sectional.
SETTING
METHODS
Undergraduate nursing program in Sweden.
PARTICIPANTS
METHODS
161 students.
METHODS
METHODS
Participants conducted a one-day food record by documenting their food intake and calculating the nutritional values. After completion, students participated in a seminar, and an evaluative questionnaire was distributed at the end. The questionnaires contained both numerical and free-text questions.
RESULTS
RESULTS
Of 162 students attending the seminar, all but one completed the questionnaire (response rate: 99%). The highest rated learning outcome, on the 5-point Likert scale, was an increased understanding for the nutritional recommendations (Median, M = 5). The highest rated educational aspects were that they compared their records with the nutritional recommendations (M = 5), and the calculations of nutritional values of their records (M = 5). Participants also indicated that they gained information that would be useful for them as practicing nurses (M = 5).
CONCLUSIONS
CONCLUSIONS
Overall, the food diary method appeared to be a feasible method in educating and engaging undergraduate nursing students in the field of basic nutrition. These findings support results from previous studies in this area, such that educational nutrition activities that utilize active, experiential, and social learning strategies were appreciated by the students.
Identifiants
pubmed: 33453558
pii: S0260-6917(20)31587-2
doi: 10.1016/j.nedt.2020.104737
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104737Informations de copyright
Copyright © 2020 The Author(s). Published by Elsevier Ltd.. All rights reserved.