Nutrition and Dietetics Educators’ Experiences Using Systems Thinking in Teaching

Authors

Erin E. Bergquist, Iowa State UniversityFollow
Lyndi Buckingham-Schutt, Iowa State UniversityFollow
Scott Smalley, Iowa State UniversityFollow
Christina G. Campbell, Iowa State UniversityFollow
Awoke Dollisso, Iowa State UniversityFollow
Shuyang Qu, Iowa State UniversityFollow

Author Biographical Information

Erin Bergquist, MPH, RD, LD, Clinical Professor, Iowa State University; Lyndi Buckingham-Schutt, PhD, RD, LD, Assistant Professor, Community Nutrition and Health, Iowa State University; Scott Smalley, PhD, Associate Professor, Iowa State University; Christina Gayer Campbell, PhD, RD, LD, Associate Professor, Iowa State University; Awoke Dollisso, PhD, Teaching Professor, Iowa State University; Shuyang Qu PhD, Associate Professor, Iowa State University.

Abstract

Objective: Describe educator experiences teaching systems thinking in nutrition and dietetics education. Design: Qualitative, semi-structured, online interviews. Setting: Educators teaching in accredited nutrition and dietetics programs. Participants: Purposive sample of thirteen Registered Dietitian Nutritionists (92% female, 77% with > 6 years teaching experience) from each U.S. census region and accredited program type. Phenomenon of Interest: Educators described experiences teaching systems thinking in accredited programs, including benefits. Analysis: Transcribed interviews were analyzed using qualitative grounded theory iterative coding. Excel was used for data organization and thematic coding analysis. Results: Educators described four themes when teaching systems thinking: (1) a holistic approach to complexity, (2) interconnections, (3) diverse perspectives, and (4) pedagogical foundations. Benefits included personal benefits (equity mindset, personal values, improved skillset), professional benefits (greater impact, synergistic benefits), and professional opportunities (leadership, employment). Conclusions and Implications: Integrating systems thinking into nutrition and dietetics education, emphasizing a holistic approach, interconnections, and diverse perspectives, can help students navigate complex issues to better support health. Extending individual interventions to policy-level considerations while building on strong pedagogical foundations of experiential learning, multi-, inter-, and transdisciplinary settings would facilitate more effective problem-solving.

Recommended Citation

Bergquist, Erin E.; Buckingham-Schutt, Lyndi; Smalley, Scott; Campbell, Christina G.; Dollisso, Awoke; and Qu, Shuyang (2024) "Nutrition and Dietetics Educators’ Experiences Using Systems Thinking in Teaching," Journal of Dietetic Education: Vol. 2: Iss. 2, Article 11.
Available at: https://ecommons.udayton.edu/jde/vol2/iss2/11