Abstract
Nutrition professionals report low levels of research utilization and engagement. This study explored the associations between completion of an applied nutrition research (capstone) course and students’ research-related perceptions, attitudes, and knowledge. Nutrition graduate students at a university in Pennsylvania completed an online survey at the beginning and end of a semester. The survey assessed perceptions of research participation and application, attitudes regarding research, and self-efficacy for conducting research, engaging in evidence-based practice, and collaborating on research. Students in a capstone course (n=17) learned about applying research in the field and conducted a research project. Non-capstone students (n=11) were not in the course. Paired samples t-tests indicated that Capstone students’ self-efficacy for conducting research and engaging in evidence-based practice increased significantly throughout the semester. Non-significant increases were noted for perceptions of research participation and application, attitudes regarding research, and self-efficacy for collaborating on research. Non-capstone students’ self-efficacy for engaging in evidence-based practice increased significantly throughout the semester. No other significant differences were noted. Independent samples t-tests indicated that at the end of the semester, Capstone students had significantly greater self-efficacy for conducting research.
Recommended Citation
Caljean, Alexandria and Eck, Kaitlyn M.
(2023)
"The Impact of a Graduate-Level Applied Research Course on Graduate-Level Nutrition Students’ Research-Related Perceptions, Attitudes, and Knowledge,"
Journal of Dietetic Education: Vol. 1:
Iss.
2, Article 3.
Available at:
https://ecommons.udayton.edu/jde/vol1/iss2/3