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- Title
Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?
- Authors
BRADY, JENNIFER
- Abstract
Purpose: To explore dietetic practitioners' perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: clientcentred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.
- Subjects
CANADA; CHI-squared test; DIETETICS education; RESEARCH; RESEARCH funding; SOCIAL justice; QUALITATIVE research; QUANTITATIVE research; THEMATIC analysis; CONSUMER activism; PATIENT-centered care; DIETITIANS' attitudes
- Publication
Canadian Journal of Dietetic Practice & Research, 2020, Vol 81, Issue 3, p120
- ISSN
1486-3847
- Publication type
Article
- DOI
10.3148/cjdpr-2020-008