부산대학교 도서관

The purpose of this exploratory research was to understand the experiences and learnings of dietetic and nutrition students following a 3-week intensive summer course designed to enhance students' understandings of compassion, creativity, and sense of coherence as they apply to personal growth and socially just professional practice. Seven of 15 students participated in one-on-one, semi-structured interviews. Data analysis was conducted using inductive thematic analysis, resulting in 3 meta-themes: (i) personal meaning and sense making, (ii) relational and power dynamics, and (iii) disruption; participants contextualized these themes via a dynamic interplay within and among the domains of self, pedagogy, and practice. As a result of taking this course, participants developed an enhanced sense of coherence, self-compassion, well-being, and a more equity-focused understanding of health. Student development may have been achieved through attending to student experience and a relational pedagogical epistemology that allowed students to make personal, interpersonal, and systemic connections among their own subjective experiences, the experiences of peers, and broader social impacts on health. Given nutrition classrooms are largely positivist, it is important to consider how these environments as relational contexts may support or undermine compassion, sense of coherence, and ultimately the health and well-being of students. (DOI: 10.3148/cjdpr-2020-032) Published at dcjournal.ca on 15 December 2020 L'objectif de cette recherche exploratoire etait de comprendre les experiences et les apprentissages d'etudiants en dietetique et nutrition a la suite d'un cours d'ete intensif de 3 semaines visant a ameliorer la comprehension des etudiants de la compassion, de la creativite et du sens de la coherence dans un contexte de croissance personnelle et d'une pratique professionnelle socialement equitable. Sept des 15 etudiants ont participe a des entrevues semi-structurees individuelles. L'analyse des donnees a ete effectuee au moyen d'une analyse thematique inductive, qui a mene a 3 metathemes : (i) la signification personnelle et la creation de sens (sense-making), (ii) les dynamiques relationnelles et du pouvoir, et (iii) la perturbation; les participants ont contextualise ces themes au moyen d'une interaction dynamique dans et parmi les domaines du soi, de la pedagogie et de la pratique. Ce cours a amene les participants a acquerir un sens accru de la coherence, une auto-compassion, un bien-etre et une comprehension de la sante plus axee sur l'equite. Le developpement des etudiants pourrait avoir ete rendu possible parce qu'on s'est attarde a leur experience et grace a une epistemologie pedagogique relationnelle qui leur a permis de creer des liens personnels, interpersonnels et systemiques avec leurs propres experiences subjectives, les experiences de leurs pairs et les repercussions sociales plus vastes sur la sante. Etant donne que les cours de nutrition sont principalement positivistes, il est important de considerer comment ces environnements, en tant que contextes relationnels, peuvent appuyer ou miner la compassion, le sens de la coherence et ultimement la sante et le bien-etre des etudiants. Publie au dcjournal.ca le 15 decembre 2020
INTRODUCTION Salutogenesis is an equity-focused framework that focuses on the resources that support health and well-being, rather than focusing on those that cause disease [1]. Salutogenesis comprises multiple concepts, including [...]