Search results

1 – 2 of 2
Article
Publication date: 21 February 2018

Liza Barbour, Rebecca Armstrong, Patrick Condron and Claire Palermo

Communities of practice (CoPs) exist to enable people to share knowledge, innovate and progress a common field of practice. This paper aims to identify whether CoPs have a…

1590

Abstract

Purpose

Communities of practice (CoPs) exist to enable people to share knowledge, innovate and progress a common field of practice. This paper aims to identify whether CoPs have a measured impact on public health practice and the tools used to measure the impact and potential barriers and facilitators that may have been identified during the implementation of these CoPs.

Design/methodology/approach

A systematic review of the literature was conducted using PRISMA guidelines. Searches of six databases, Google Scholar and a citation search were completed. Included studies were from 1986 to 2016, involved the public health workforce and an evaluation of a CoP -like intervention. A narrative synthesis of the findings was conducted.

Findings

From 3,021 publications, 12 studies met inclusion criteria and described the impact of ten CoPs amongst public health practitioners from America, Canada, Australasia and the United Kingdom. CoPs support the prevention workforce to change their practice when they provide structured problem-solving, reflective practice and networking opportunities. None of the studies described the impact of CoPs on public health outcomes.

Practical implications

CoPs that provide structured problem-solving, reflective practice and diverse networking may effectively support the public health workforce. Existing methods used to evaluate CoPs lack rigour; thus, the true impact of CoPs on population health remains unknown.

Originality/value

This is the first known systematic review that has measured the impact of CoPs on the preventative health workforce and the conditions in which they have an impact.

Details

Journal of Knowledge Management, vol. 22 no. 2
Type: Research Article
ISSN: 1367-3270

Keywords

Article
Publication date: 28 August 2024

Jessica Wegener, Liesel Carlsson, Liza Barbour, Tracy Everitt, Clare Pettinger, Alba Reguant-Closa, Nanna Meyer, Sean Svette, Dareen Hassan and Jillian Platnar

Despite a growing awareness of the gap between professional expectations and competence, there has been no comprehensive appraisal of sustainable food systems (SFS) education…

Abstract

Purpose

Despite a growing awareness of the gap between professional expectations and competence, there has been no comprehensive appraisal of sustainable food systems (SFS) education within dietetics and nutrition programs to date. Dietitians and nutritionists play important roles in promoting sustainability yet many perceive themselves to be inadequately trained. The purpose of this study was to explore how, and to what degree, SFS education is incorporated into accredited nutrition and dietetics programs in the United Kingdom, Australia and Canada.

Design/methodology/approach

A content analysis of course descriptions from program websites was conducted between 2021 and 2022. Courses were reviewed, analyzed and evaluated using a novel sustainability metric.

Findings

SFS is integrated into the education environment of some, but not all, dietetics and nutrition programs to varying degrees (no, partial and full). Partial and full integration was present in a small percentage of courses, with a larger percentage in nutrition programs. SFS education was offered more often through a single unit than a dedicated course. Twelve best practice examples of courses dedicated to SFS were identified. In the UK, their focus was nutrition and diet, contrasting food and food systems in Australia and Canada.

Originality/value

These findings provide insight into SFS education for professional societies, instructors and program directors. Through intentional curricular design considerations supported by this study, program leads can take small conscious reorganizational steps to integrate SFS. This study offers a sound methodology to initiate and benchmark further assessment and a novel approach for other professions looking to equip their future workforce through SFS education.

Details

International Journal of Sustainability in Higher Education, vol. 26 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

1 – 2 of 2