Clinical simulation in the training of nutritionists: perception of learning in a nutritional intervention

Abstract

Introduction: The training of new nutrition and dietetics professionals requires methodologies for performance-based training. Clinical simulation and the use of simulated patients becomes important in areas of training where communication and person-to-person interaction is necessary.

Objective: To know the perception of nutrition and dietetics students on the impact of simulation in their professional training in three practical and integrated subjects in a private university in Santiago, Chile.

Method: Quantitative, descriptive, cross-sectional, non-probabilistic sample of 83 students of three subjects of the program. A Likert-type instrument was used, with a score 1 to 5 to evaluate the items grouped in the variables: specific competences, generic competences and contribution of the simulation to professional training. The reliability of the instruments was high (>0.90). Ethical aspects were safeguarded.

Results: In relation to the specific competencies, the items with the highest scores were the students’ ability to explain what the 24-hour reminder survey consists of and its objective (4.52 ± 0.89), the ability to analyze reference patterns in the hospitalized patient (4.26 ± 0.93), the ability to perform food anamnesis, analyze the patient’s clinic and intervene in the user’s diet-therapeutics (4.29 ± 1.06). In relation to generic competencies, the highest score was in “acting with ethical sense in the development of the simulated scenario” (mean 4.53 ± 0.30). In relation to the contribution of the simulation to professional training, the highest score was in the item “linking the simulation to the program” (4.58 ± 0.13).

Conclusions: The experience is well perceived by the students. There are some high ratings that coincide with the theoretical benefits of the simulation methodology with simulated patients. Some situations were presented with lower valuation, for example, the quantitative estimation of food intake, for which teaching actions should be carried out to overcome this gap.