Date of Award

5-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Kathy Smart

Abstract

The use of Simulation-Based Learning (SBL) has increased in Nutrition and Dietetic (N&D) programs, although the research supporting its usability in N&D students is lacking. There are limited quality SBL instruments available that have been validated and tested for reliability in N&D students preparing for clinical practice. This three-article dissertation was to test the reliability of three SBL instruments for N&D students completing the Nutrition Care Process (NCP) during SBL activities. During the first phase of this study, two instruments were developed, and one instrument was modified from another SBL instrument that had been previously validated and used for nursing and medical students to align with N&D professional language, and focus on the specific skills necessary to perform a nutrition assessment and complete the NCP. The next phase of the study was aimed at testing the reliability of the instruments. Students participated in two simulation activities that included a prebrief, SBL learning activity, and a debrief. Students were asked to complete two surveys: the Nutrition Simulation Effectiveness Tool-Modified to determine the effectiveness of the SBL activity and the Nutrition Effective Learning Instrument (NEL) to gain perspective of how students perceive SBL influences their learning, preparedness, and confidence in readiness for clinical practice. The Nutrition Simulation Effectiveness Tool- Modified (NSET-M) showed some level of agreement that SBL was effective for N&D students completing prebriefing, learning, confidence, and debriefing while practicing the NCP. The Assessment, Diagnosis, Intervention, Monitoring and Evaluation Simulation Facilitator Instrument (ADIME-SFI) was developed for simulation facilitators observing N&D students completing the NCP. There was moderate agreement between the two facilitators rating the students simultaneously during SBL activities. The Nutrition Effective Learning Instrument (NEL) was used to gain perspective on how SBL contributed to students learning, preparedness, and confidence using the NCP in readiness for clinical practice. Reliability testing determined that the three instruments can be effectively used for N&D students participating in SBL activities. This study contributes to the limited research of SBL in N&D students and offers reliable SBL instruments that can be used for educational purposes; thus, allowing educators to consistently and effectively evaluate student learning and competency in N&D students completing the NCP.

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