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Dietetic students' drivers and barriers to healthy eating while studying to be a healthcare professional (a pilot study)
Trahearn, Marie Merryweather, Dave
Trahearn, Marie
Merryweather, Dave
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2021-05-13
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Abstract
For Dietetics students, starting university means developing the knowledge and skills required to be a healthcare practitioner. This pilot study aimed to explore the perceptions and views of the students on their drivers and barriers of healthy eating while studying Dietetics at university. A qualitative study was undertaken with a purposive sample of six final year Dietetic students at a UK university. Semi-structured in-depth interviews were used to elicit students' experiences and perceptions of barriers to healthy eating. Interview data were analysed thematically. Five themes emerged from the interview data including studying Dietetics, placement, influence of significant others, food security, and social and cultural aspects of the university life, with several sub-themes, and perspectives about the future beyond the university life. The findings suggest a potential need for Dietetics course providers to consider the range of barriers to healthy eating that students may encounter whilst studying and how these may undermine their ability to develop healthy eating practices and effective professional skills. Further research is required that explores the extent of barriers to healthy eating and examine whether these impinge upon effective practice.
Citation
Trahearn M, Merryweather D, Amirabdollahian F. (2021) Dietetic Students’ Drivers and Barriers to Healthy Eating While Studying to Be a Healthcare Professional (a Pilot Study). Healthcare, 9(5):579. https://doi.org/10.3390/healthcare9050579
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34068242 (pubmed)
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Journal article
Language
en
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© 2021 The Authors. Published by MDPI. This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.3390/healthcare9050579
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2227-9032
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2227-9032
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Licence for published version: Creative Commons Attribution 4.0 International