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Author Biographical Information

Wendy Medunick, DCN, RD, DCN student at time of research in the Department of Clinical and Preventive Nutrition Sciences, School of Health Professions, Rutgers University Allison Gomes, DCN, RD, CNSC, CDN, Adjunct Assistant Professor, Department of Clinical and Preventive Nutrition Sciences, School of Health Professions, Rutgers University Joachim Sackey, PhD, Associate Professor, Department of Clinical and Preventive Nutrition Sciences, School of Health Professions, Rutgers University Laura Byham-Gray, PhD, RDN, FNKF, Professor and Vice Chair of Research, Department of Clinical and Preventive Nutrition Sciences, School of Health Professions, Rutgers University Jane Ziegler, DCN, RDN, LDN, Professor and Director, Doctor of Clinical Nutrition Program; Interim Chair, Department of Clinical and Preventive Nutrition Sciences, School of Health Professions, Rutgers University

Abstract

Background: Health disparities experienced by people with disabilities (PWD) are partly attributed to inadequate knowledge, training, confidence and competence regarding disabilities among health professionals. While registered dietitian nutritionists (RDNs) are key members of the healthcare team, it is unclear how pre-professional nutrition and dietetics (ND) programs prepare future RDNs to care for PWD. This study examined the status of disability-related education within ND programs in the United States. Methods: A descriptive cross-sectional electronic survey was distributed to 570 directors of accredited ND programs. The survey, which adapted questions from a previously validated instrument and published studies, included questions assessing disability-related content, teaching methods, resources and potential barriers to inclusion within the curriculum. All data were analyzed using descriptive statistics. Results: Participants (n=64) were mostly female and between the ages of 34 and 68 years. The most common disability specific content included were patient-centered care, cultural humility and implicit bias training and an interdisciplinary approach to care. Most programs included relevant aspects of nutrition assessment for PWD, however, the types of disabilities included varied across programs. Common teaching methods were lectures, case studies, journal articles and clinical placements. A lack of faculty knowledge and expertise in disability education was identified as a potential barrier. Conclusion: ND programs include varying amounts and types of disability-related content, suggesting that entry-level RDNs may not be adequately prepared to address the nutritional needs of PWD. Programs should be evaluated to identify areas for improvement in disability-related content and to assess student understanding of these topics.

DOI

10.26890/goce7856

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