Summary Background & aims Micronutrients are essential for brain development with deficiencies in specific nutrients linked to impaired cognitive function. Interventions are shown to be beneficial to ...children's mental development, particularly in subjects who were micronutrient-deficient at baseline but results on healthy subjects remain inconsistent. This systematic review evaluated the effect of micronutrient inventions on different cognitive domains. Studies conducted in both developing and developed countries, and trials that investigate the effect of both single and multiple micronutrient intervention were reviewed. Methods Systematic searches of Medline, CINAHL Plus and Academic Search database were undertaken to identify trials published after year 2000. Randomized controlled trials (RCTs) that evaluate the effect of micronutrients on cognitive performance or academic performance among children aged 4–18 years were included. Results 19 trials were identified from 18 articles. The major cognitive outcomes assessed included fluid intelligence, crystallized intelligence, short-term memory, long-term memory, cognitive processing speed, attention and concentration, and school performance. Eight of ten trials assessing fluid intelligence reported significant positive effects of micronutrient supplementation among micronutrient-deficient children, especially those who were iron-deficient or iodine-deficient at baseline. The effects of micronutrient interventions on other domains were inconsistent. Conclusion Improvement in fluid intelligence among micronutrient-deficient children was consistently reported. Further research is needed to provide more definite evidence on the beneficial effects of micronutrient inventions on other cognitive domains and the effects in healthy subjects.
Food insecurity is a complex 'wicked' problem that results from a range of unstable and uncertain physical, social, cultural, and economic factors that limit access to nutritious food ....
Students with disability experience numerous challenges when engaging in Work-Integrated Learning (WIL). Successful WIL requires stakeholder collaboration to provide an equitable and relevant WIL ...experience. Stakeholder disparity around disclosure, accommodations, poor attitudes, and behaviours result in negative WIL experiences for students with disability. Understanding stakeholder preparedness and capabilities, in particular host organisations, is key to providing equitable WIL opportunities. Searches of five electronic databases (CINAHL, PubMed, Embase/Scopus, A + Education Informit and Web of Science) were conducted. Twenty-one peer-reviewed articles published between 2005 and 2022 were included in the review. Four themes were identified: Disclosure of the disability; University staff and WIL supervisor attitudes and training; Surviving WIL and Adjusting WIL to the individual. Embedding a strengths-based approach to WIL through strong relationships between student, host organisation and university will produce safe environments that are essential for high quality and fit for purpose WIL experiences for students with disability.
The field of nutrition has seen a growing interest and demand in recent years, with more students choosing to study within the field. This demand has highlighted the importance of producing ...work-ready graduates with skills that enhance their employability and ability to contribute effectively to the workforce. This study investigated the role of work-integrated learning (WIL) on improving employability skills in nutrition undergraduates (n=41) at an Australian university. Perceived skill development was determined using the Employability Skills Cluster Matrix-Self Assessment Tool (ESCM-SAT). Significant improvements were observed across all 24 employability skills post-internship, with the greatest increase in the communication cluster and ‘developing and managing my career’ (p<0.01). Skill development was attributed to self-awareness, exposure to a professional environment, and mentorship. Undergraduate nutrition degrees should consider strategies to develop transferable skills and include WIL for the unique application of academic knowledge to diverse workplace settings within the industry.
To explore challenges to food access faced by vulnerable women living in the Australian Capital Territory and surrounds.
Qualitative study comprising semi‐structured interviews supplemented with ...quantitative demographic data.
Forty‐one women, mean age of 43 years, living in government and community housing who had an income of <$300 per week participated. A total of 78% of women had completed Year 10 or above and 93% had accessed food from at least one charitable organisation. Women requested greater and reliable access to meat, dairy and quality fruit and vegetables. Primary challenges to accessing food included: limited income, distance to food outlets, lack of nutritious, safe and healthy food, limited knowledge of services and opening hours.
Access to safe, nutritious and healthy food is difficult for women living in poverty. Acknowledgement of challenges that contribute to women’s food insecurity by all stakeholders is essential to address the problem and build sustainable actions and solutions.
Collaboration from all stakeholders within our food system is required to address current inequities to accessing reliable, nutritious and safe food and to reduce individual food insecurity.
Food literacy is seen as a key component in improving the increasing levels of food insecurity. While responsibility for providing training falls on the charitable service organizations, they may not ...have the capacity to adequately reach those in need. This paper proposes a tertiary education - (university or higher education) led model to support the food literacy training needs of the food charity sector. A cross-sectional study comprised of online surveys and discussions investigated food services offered by Western Australia (WA) and Australian Capital Territory (ACT) agencies, food literacy training needs for staff, volunteers and clients, and challenges to delivering food literacy training programs. Purposive sampling was used, and ACT and WA charitable service originations (survey: ACT
= 23, WA
= 32; interviews: ACT
= 3, WA
= 2) were invited to participate. Findings suggest organizations had limited financial and human resources to address the gap in food literacy training. Nutrition, food budgeting, and food safety education was delivered to paid staff only with limited capacity for knowledge transfer to clients. The Food Literacy Action Logic Model, underpinned by a tertiary education engagement strategy, is proposed to support and build capacity for organizations to address training gaps and extend the reach of food literacy to this under-resourced sector.
Food insecurity is a complex ‘wicked’ problem that results from a range of unstable and uncertain physical, social, cultural and economic factors that limits access to nutritious food. Globally, 800 ...million people are under-nourished, and around 2 billion are overweight/obese or have micronutrient deficiency. These populations are largely positioned in developing countries where disease burden is high and impacts health budgets and productivity. Similarly developed countries, cities and neighbourhoods are experiencing a greater emergence of vulnerable populations. This is in part explained by the change in the food production and manufacturing, the retraction in economic climates, the increase in food price, and in some regions reduced food availability and access.Vulnerable groups include but are not limited to migrant populations, Indigenous people, elderly, pregnant women, those with disability, homeless, young children and youth. Poor nutrition at significant periods of growth and development and during life impact long term health outcomes increasing non-communicable disease prevalence, health cost and reducing economic productivity.
Background and Objectives: The need for updated competencies for nutrition scientists in Australia was identified. The aim of this paper is to describe the process of revising of these competencies ...for undergraduate nutrition science degrees in Australia.
Methods and Study Design: An iterative multiple methods approach comprising three stages was undertaken: 1. Scoping study of existing competencies; 2. Exploratory survey; and, 3. Modified Delphi process (2 rounds) involving 128 nutrition experts from industry, community, government and academia. A >=70% consensus rule was applied to Rounds 1 and 2 of the Delphi process in order to arrive at a final list of competencies.
Results: Stage 1: Scoping study resulted in an initial list of 71 competency statements, categorised under six core areas. Stage 2: Exploratory survey-completed by 74 Nutrition Society of Australia (NSA) members; 76% agreed there was a need to update the current competencies. Standards were refined to six core areas and 36 statements. Stage 3: Modified Delphi process-revised competencies comprise five core competency areas, underpinned by fundamental knowledge, skills, attitudes and values: Nutrition Science; Food and the Food System; Nutrition Governance, Sociocultural and Behavioural Factors; Nutrition Research and Critical Analysis; and Communication and Professional Conduct; and three specialist competency areas: Food Science; Public Health Nutrition; and Animal Nutrition.
Conclusions: The revised competencies provide an updated framework of nutrition science knowledge for graduates to effectively practice in Australia. They may be used to benchmark current and future nutrition science degrees and lead to improved employability skills of nutrition science graduates.
Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum ...experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points; 1) employability skills cluster matrix-self-assessment tool (ESCM-SAT), 2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; 3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p<0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective. Author abstract
Abstract
The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various ...stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key "fundamental elements" critical to achieving sustainable IPE in higher education curricula.
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Dostopno za:
DOBA, IJS, IZUM, KILJ, NUK, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK, VSZLJ
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