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Aims: Foodservices are a strong contributor to global environmental impact. Systemic change is required to lead the transformation towards environmentally sustainable foodservices. However, guidance to support foodservices to be more environmentally sustainable is lacking. The aim was to explore food‐related environmentally sustainable strategies and their transferability to foodservices in a range of settings, to inform a framework for future application and research. Methods: A constructivist grounded theory study design was used. Semi‐structured interviews with foodservice sustainability consultants, who support foodservice organisations to improve environmental sustainability, were conducted. Interviews were recorded, transcribed, and coded line‐by‐line. Ten consultants were purposively sampled for diversity in location, organisation type, funding model, and services provided. Codes were collapsed into categories, to inform the development of themes and a framework for the implementation of strategies. Results: Four sub‐themes were created under an overarching theme of 'Transforming the Foodservice System': embedding leadership, shifting perspective, constructing collaborative networks, and fostering momentum. A range of implementation strategies were captured within the sub‐themes. Conclusion: These themes informed the development of a practical application framework for implementing sustainable strategies in foodservices that is useful for practice and future research in the area. [ABSTRACT FROM AUTHOR]

Background: Dietitians require communication competencies for effective dietetic practice. There is little evidence on how student dietitians experience and value communication skills teaching. The present study aimed to measure attitudes of student dietitians with respect to communication skills teaching and how experiential learning using simulated patients impacts confidence in their communication skills. Methods: Communication skills teaching adopting an experiential skills‐based approach including practice with simulated patients, feedback and reflection were developed. A 67‐item questionnaire with three sections: (i) views regarding the importance of communication skills to dietetic practice; (ii) attitudes to learning communication skills using a modified Communication Skills Attitude Scale; and (iii) confidence in their own communication skills, was completed by students before and after the course, with responses recorded on a five‐point Likert scale and analysed pairwise using McNemar's test. Results: Over three academic years, 112 students (91.8% response rate) completed the evaluation. After training, students rated communication skills as important for patient satisfaction (100%) and relationships with patients (99.1%). Student dietitians had positive attitudes to learning communication skills with positive attitudes scale score before teaching of mean (SD) 53.6 (5.3) and after of 54.0 (5.8) (P = 0.162). Following experiential teaching, the proportion of students feeling 'very or extremely confident' in understanding a patient's perspective increased from 27.7% to 41.1% (P = 0.008) and for reaching agreement with a patient from 4.5% to 17.9% (P = 0.001). Conclusions: Student dietitians consider communication skills important for dietetic practice. They receive teaching positively and an experiential skills‐based approach can improve self‐rated confidence. [ABSTRACT FROM AUTHOR]

Aims: To assess the completeness of reporting of group‐based education interventions for the management of type 2 diabetes. Methods: A previous systematic review of group‐based education programmes for adults with type 2 diabetes identified eligible intervention studies. Data were extracted and assessed using the Template for Intervention Description and Replication ('TIDieR') checklist. Missing data were sourced from other published material, or by contacting authors. Results: Fifty‐three publications describing 47 studies were included. No publications sufficiently described all items. Authors of 43 of the 47 included studies (91%) were contacted via e‐mail to obtain missing data in order to complete the TIDieR checklist. Seven (16%) did not respond. Additional data were obtained for 33/47 studies (70%). Most studies (45/47, 96%) described the intervention duration and frequency, detailed the procedures and rationale (40/47, 85%), provided a brief intervention name and explained any individual tailoring (38/47, 81%), defined whether providers received training and adequately described how the programme was delivered (37/47, 79%). However, few described any modifications (28/47, 60%), whether the intervention was delivered as planned (27/47, 57%), where it was delivered (21/47, 45%), whether materials were provided (19/47, 40%), and who delivered the intervention (13/47, 28%). Conclusions: Group‐based education interventions for the management of type 2 diabetes are poorly reported. To translate effective research into practice, practitioners need sufficient detail to implement evidence‐based interventions. Researcher adoption of the TIDieR checklist will assist the translation and replication of published interventions. What's new?: Group‐based education for the management of type 2 diabetes is effective in improving HbA1c, fasting blood glucose, body weight, waist circumference, triglyceride levels and diabetes knowledge.Poorly reported interventions impede intervention replication and research translation.Group‐based education interventions for the management of type 2 diabetes are poorly reported and often incomplete.Authors should use the Template for Intervention Description and Replication ('TIDieR') checklist to plan and report interventions completely to assist the replication and implementation of interventions, and improve group‐based education and outcomes for people with type 2 diabetes in practice. [ABSTRACT FROM AUTHOR]

Background: Dietetics practice educators are instrumental in the development of future dietitians. The present study aimed to explore dietetics practice educators' experiences of, and challenges faced in, dietetics workforce preparation. Methods: This study was guided by interpretive description methodology. Purposive and maximum variation sampling were used to recruit 18 dietetics practice educators from a variety of practice areas and locations across Australia. In‐depth, semi‐structured interviews were digitally recorded then transcribed verbatim and inductive coding of data was managed with nvivo (QSR International Pty Ltd, Doncaster, VIC, Australia). Multiple researchers analysed the data to develop preliminary themes using template analysis before final themes were identified. Results: Three main themes were developed: nurturing others; seeing the flaws; and soldiering on. Practice educators take great satisfaction in witnessing students develop and are focused on cultivating future practitioners with authentic learning activities. However, they are impacted by perceived shortcomings of the systems in which they operate and consider that broadening the scope of dietetics placements to better align with contemporary practice could benefit graduates and the profession. Despite these challenges, practice educators are pragmatic in getting on with their roles and recognise the advantages gained from student placements. Conclusions: Despite facing numerous challenges, practice educators derive benefits from their role in workforce preparation. Evidence is required on how students can demonstrate competence in contemporary areas of practice and on how to enable the scope of student placements to be broadened. Such strategies could support practice educators to overcome challenges and help ensure the dietetics profession of tomorrow is relevant and responsive. [ABSTRACT FROM AUTHOR]

Background: Dietetics students are a widely researched group. As emerging dietitians, they can provide valuable insights to inform how dietetics education programmes may be enhanced to meet contemporary healthcare needs. This review aimed to systematically synthesise dietetics students' experiences of dietetics workforce preparation. Methods: MEDLINE, CINAHL, Embase, PsycINFO, ERIC, Informit and ProQuest Dissertations and Theses Global were searched to identify research published until June 2017. Studies investigating dietetics students' experiences of dietetics workforce preparation, and employing qualitative data collection and analysis methods were included. Data analysis was guided by thematic synthesis, where themes were constructed through an iterative and inductive process. Study quality was appraised using the RATS Qualitative Research Review Guidelines. Results: From the 3301 records identified, five studies met the inclusion criteria and the views of 120 dietetics students from two countries over a 9‐year period were synthesised. The overarching theme of 'navigating through the ups and downs' was underpinned by four main themes: enduring hurdles; reconciling expectations; transforming self; and making and breaking connections. Quality appraisal results rated selection bias as being inadequate/inappropriate across all studies. Conclusions: Dietetics students undertake a transformational journey through dietetics education. They are inspired by seeing what is possible through meaningful encounters with practitioners in diverse settings. However, they are challenged by competitive environments and perceived ideals that are embedded in the profession. Strategies that focus on exposing dietetics students to inspirational practitioners, increasing and celebrating diversity in academic/placement settings, and incentivising collaboration across dietetics education, could act as catalysts to enhance the experience of future dietetics students and the nutrition‐related health of those they will serve. [ABSTRACT FROM AUTHOR]

Aims Patient education for the management of Type 2 diabetes can be delivered in various forms, with the goal of promoting and supporting positive self-management behaviours. This systematic review aimed to determine the effectiveness of group-based interventions compared with individual interventions or usual care for improving clinical, lifestyle and psychosocial outcomes in people with Type 2 diabetes. Methods Six electronic databases were searched. Group-based education programmes for adults with Type 2 diabetes that measured glycated haemoglobin (HbA1c) and followed participants for ≥ 6 months were included. The primary outcome was HbA1c, and secondary outcomes included fasting blood glucose, weight, body mass index, waist circumference, blood pressure, blood lipid profiles, diabetes knowledge and self-efficacy. Results Fifty-three publications describing 47 studies were included ( n = 8533 participants). Greater reductions in HbA1c occurred in group-based education compared with controls at 6-10 months [ n = 30 studies; mean difference ( MD) = 3 mmol/mol (0.3%); 95% confidence interval ( CI): −0.48, −0.15; P = 0.0002], 12-14 months [ n = 27 studies; MD = 4 mmol/mol (0.3%); 95% CI: −0.49, −0.17; P < 0.0001], 18 months [ n = 3 studies; MD = 8 mmol/mol (0.7%); 95% CI: −1.26, −0.18; P = 0.009] and 36-48 months [ n = 5 studies; MD = 10 mmol/mol (0.9%); 95% CI: −1.52, −0.34; P = 0.002], but not at 24 months. Outcomes also favoured group-based education for fasting blood glucose, body weight, waist circumference, triglyceride levels and diabetes knowledge, but not at all time points. Interventions facilitated by a single discipline, multidisciplinary teams or health professionals with peer supporters resulted in improved outcomes in HbA1c when compared with peer-led interventions. Conclusions Group-based education interventions are more effective than usual care, waiting list control and individual education at improving clinical, lifestyle and psychosocial outcomes in people with Type 2 diabetes. [ABSTRACT FROM AUTHOR]

Background To improve perceived value of nutrition support and patient outcomes, the present study aimed to determine the nutrition and food-related roles, experiences and support needs of female family carers of community-dwelling malnourished older adults admitted to rehabilitation units in rural New South Wales, Australia, both during admission and following discharge. Methods Four female family carers of malnourished rehabilitation patients aged ≥65 years were interviewed during their care-recipients' rehabilitation admission and again at 2 weeks post-discharge. The semi-structured interviews were audiotaped, transcribed and analysed reflecting an interpretative phenomenological approach by three researchers. A series of 'drivers' relevant to the research question were agreed upon and discussed. Results Three drivers were identified. 'Responsibility' was related to the agency who assumed responsibility for providing nutrition support and understanding family carer obligation to provide nutrition support. 'Family carer nutrition ethos' was related to how carer nutrition beliefs, knowledge and values impacted the nutrition support they provided, the high self-efficacy of family carers and an incongruence with an evidence-based approach for treating malnutrition. 'Quality of life' was related to the carers' focus upon quality of life as a nutrition strategy and outcome for their care-recipients, as well as how nutrition support impacted upon carer burden. Conclusions Rehabilitation units and rehabilitation dietitians should recognise and support family carers of malnourished patients, which may ultimately lead to an improved perceived benefit of care and patient outcomes. Intervention research is required to make strong recommendations for practice. [ABSTRACT FROM AUTHOR]

Background Accurate assessment of energy expenditure and anthropometry in older people is important for targeted nutritional support. The present study aimed to compare measured and calculated resting metabolic rate (m- RMR and c- RMR) and measured, calculated and estimated weight and height in older people aged ≥70 years. Methods Participants were healthy older people aged ≥70 years. Indirect calorimetry using a ventilated hood calorimeter was performed for 30 min on fasted participants, and was compared with c- RMR, as calculated using six commonly used equations. Measured, calculated and estimated height and weight were compared. Results Subjects comprised 14 males and 20 females and mean (SD) m- RMR was 5243 (845) kJ day−1 [1253 (202) kcal day−1]. The Mifflin St- Jeor equation was the most consistently accurate, with the smallest mean difference between m-RMR and c- RMR of 58 (553) kJ day−1 [14 (132) kcal day−1] and c- RMR was within 10% of m- RMR in the greatest number of participants ( n = 24; 70%). The Schofield equation was among the least accurate in this age group. In older males, self-reported height and weight were accurate, whereas, in females or those unable to self-report height, ulna length was the most accurate alternative to measured height. Conclusions Current equations used to calculate RMR in older people have inaccuracies, although the Mifflin St- Jeor equation was most accurate. Future studies should investigate the validity, reliability, cost and practicality of using fat free mass as an item in novel equations to calculate RMR in this age group. Self-reported height and weight in males, and height calculated from ulna length in females, were the most accurate alternatives to measured values in the present study. [ABSTRACT FROM AUTHOR]