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Universities are placing increased attention on providing students with ePortfolios and online teaching platforms to enhance learning and employability. This paper reports on a study which aimed to investigate the views of dietetics students on the usefulness of PebblePad as a learning platform and ePortfolio tool for evidencing graduate competency and enhancing employability. This research was conducted within a multi-component design-based research framework. PebblePad was introduced to the Griffith University Bachelor of Nutrition and Dietetics four-year degree in 2016 as part of the eDGE project (ePortfolios for Dietetics Graduate Employability). Students enrolled in 1st and 3rd year courses utilising PebblePad in 2016 and 2017 were invited to complete an online survey at the conclusion of each course. Surveys were completed by 116 students (2016 n=50; 2017 n=66). Students perceived that PebblePad could impact on their employability through demonstrating their learning as well as assisting their understanding and competency development as a professional. This was more evident in 3rd year students than 1st year. The aspects of PebblePad perceived as most beneficial for employability were the ability to: 1) collate experiences and assessment; 2) evidence dietetics competencies via 'tagging'; and 3) facilitate reflection. The least beneficial aspects were: 1) usability and navigation of PebblePad; 2) lack of clarity around using PebblePad to evidence employability; and 3) belief that required reflections were excessive. ePortfolios and learning platforms such as PebblePad are perceived by students to be useful for evidencing employability. Potential improvements in assessment design could further enhance their use.

Aim: Dietitians work in high‐pressure environments and student dietitians attend placement in these settings. Resilience is a personal quality that can buffer against the stressors of professional placement; however, little is known about how dietetics students learn resilience. This study aimed to describe how resilience is embedded within Australian and New Zealand dietetics curricula. Methods: This three‐phased qualitative study examined 18 credentialed dietetics education programs in Australia (n = 16) and New Zealand (n = 2). In Phase 1 (document analysis), publicly available curricular documents were screened for key resilience terms. In Phase 2, academics were invited to participate in a semi‐structured interview on Microsoft Teams to verify and advance upon documentary evidence. Extracted data were combined and evaluated according to Bloom's Taxonomy in Phase 3. Results: Fifty‐six courses were found to have documented mentions of resilience factors from dietetics programs in Australia and New Zealand. Academics from 14 universities (12 Australia and 2 New Zealand) were interviewed. Three themes were identified from Phase 3: Resilience is valuable content within a dietetics degree, Resilience can be taught indirectly throughout programs and Resilience education is not static. Resilience education was mostly taught by academic dietitians in courses prior to placement and assessed by students completing self‐reflection while on placement. The documentation of resilience within learning objectives and graduate attributes varied between universities. Conclusion: While all dietetics programs included some resilience curricula, academics acknowledged that resilience content and their own knowledge base could be strengthened. The findings provide direction for program improvements and further research. [ABSTRACT FROM AUTHOR]

Background: The Australian 2021 Royal Commission identified that the dietetic workforce needs to grow in size and capacity to support nutrition care in older adults. However, little is known about dietitians' knowledge, skills and attitudes (KSA) regarding working with older adults in residential aged care facilities (RACFs) or their homes. This review describes dietitians' KSA regarding older adults in RACFs and home care services. Methods: A systematic literature search was conducted in August 2021 to identify studies examining any aspect of dietitians or student dietitians' KSA working in RACFs and home care services. No restrictions were applied to methodological design, language, location or publication year. Studies were assessed for quality using the Johanna Briggs Institute Quality Appraisal Tools. Study findings were analysed thematically using meta‐synthesis. Results: All 17 studies that met the inclusion criteria explored dietitians' attitudes towards their role, three studies examined perceived knowledge, although no studies objectively explored dietitians' skill levels. Five themes were developed inductively: (1) recognising their contribution as dietitians; (2) lacking clarity about the boundaries of their role; (3) all team members have a role to play in nutrition care; (4) assumptions and biases about working with older people; and (5) needing to build capacity in the workforce. Discussion: Dietitians have mixed attitudes about working in RACFs and home care services. Future directions include evaluating dietitians' role in RACFs, reviewing education and training and practical opportunities for student dietitians, and assessing the impact of more dietitian support on an older person's dietary intake and nutrition. Key points: Dietitians have mixed attitudes about working in residential aged care facilities and home care services.There is an opportunity to further explore dietitians' knowledge and skills about working with older adults. [ABSTRACT FROM AUTHOR]

Aim: The application of behaviour change science is fundamental to the role of dietitians. This study aimed to describe how behaviour change science is embedded within the curricula of accredited/registered dietetics programs in Australia and New Zealand. Methods: A descriptive study triangulated quantitative document analysis of curricula content from university websites (Part 1) with qualitative, structured interviews with dietetics academics (Part 2). Part 2 verified and advanced upon information captured in Part 1 and was analysed using thematic content analysis. Results: Twenty‐five courses from 18 university programs (15 Australia and 3 New Zealand) were synthesised. Fifteen interviews (12 Australia, 3 New Zealand) were conducted. Behaviour change science was taught and assessed at varying levels across all programs. It was taught primarily within lectures or workshops where students apply skills learnt in practical case‐based activities, and assessed through small group education planning or demonstrating communication and counselling skills. Five themes were identified from the interviews: (1) behaviour change science should be foundational; (2) integrate and scaffold within curricula; (3) structural limitations within curricula; (4) challenging for students and (5) recommendations for competencies. Conclusion: Behaviour change science is clearly of value to the dietetics profession. Core content appears to be embedded across all university programs; however, the level and depth of the content varied. The knowledge gained from this study provides direction for curricular improvements. [ABSTRACT FROM AUTHOR]

Aim: Picky eating is a common appetitive trait reported among children and adolescents and may have detrimental effects on their weight, vegetable, and fruit intake, impacting health status. However, an updated systematic review of the literature and summary of effect estimates is required. This study aims to explore the association between picky eating with weight, vegetable and fruit intake, vegetable-only intake, and fruit-only intake. Methods: A systematic literature search of six electronic scientific databases and data extraction was performed between November 2022 and June 2023. Original articles that examined picky eating in association with weight, vegetable and/or fruit intake were included. PRISMA guidelines were followed and meta-analytical and meta-regression analyses were conducted to compute summary effect estimates and explore potential moderators. PROSPERO registration: CRD42022333043. Results: The systematic review included 59 studies of which 45 studies were included in the meta-analysis. Overall, the summarized effect estimates indicated that picky eating was inversely associated with weight [Cohen's d z : -0.27, 95% confidence interval (CI): -0.41 to -0.14, p < 0.0001]; vegetable and fruit intakes (Cohen's d z : -0.35, 95% CI: -0.45, -0.25, p < 0.0001); vegetable-only intake (Cohen's d z : -0.41, 95% CI: -0.56, -0.26, p < 0.0001), and fruit-only intake (Cohen's d z : -0.32, 95% CI: -0.45, -0.20, p < 0.0001). Picky eating was positively associated with underweight (Cohen's d z : 0.46, 95% CI: 0.20, 0.71 p = 0.0008). Conclusion: Although effect sizes were small, picky eating was inversely associated with weight, vegetable, and fruit intakes, and positively associated with underweight in children and adolescents aged birth to 17 years.