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

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.

Conclusion

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.

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