Building dietetic student confidence and professional identity through participation in a university health clinic

Abstract

Aim: The objectives of this study were to explore the impact of participating in a university-based dietetic clinic on student's perceived confidence and recognition of skills needed for practice and explore students’ overall experience of attending the clinic. Methods: A curriculum-based university clinic provided third-year students with an experiential learning opportunity to practice diet history interviewing skills on real clients. Qualitative data were gathered through focus groups with 13 (43% of total enrolment) third-year nutrition and dietetics students who were recruited via an email invitation. Focus groups were digitally recorded and transcribed verbatim. Thematic analysis was conducted by all three authors. Results: Engaging in an authentic learning environment was viewed positively by students and enabled them to develop confidence and a sense of professional identity. The experience also enabled students to identify personal learning needs and skills required for future practice, and gain insight into the realities of practice. Conclusions: These findings support the evidence that dietetic curriculum should provide students with authentic learning opportunities in a safe environment, prior to potentially stressful placement experiences. This enables students to discover the nuances of dietetic practice, practise people-related skills and develop confidence in those skills that are crucial to practice.