Date of Award
5-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Education
Committee Chair
Dr. Kevin Wells
Committee Chair School
Education
Committee Member 2
Dr. Thomas Lipscomb
Committee Member 2 School
Education
Committee Member 3
Dr. Elaine Molaison
Committee Member 3 School
Education
Committee Member 4
Dr. Kyna Shelley
Abstract
ABSTRACT – MANUSCRIPT ONE
The shifting environment of dietetics education, particularly the addition of alternative supervised practice (ASP), requires new ways to ensure competence among future dietitians. This research study uses the deliberate practice (DP) framework to identify, validate, and assess ASP activities within the Accreditation Council for Education in Nutrition and Dietetics (ACEND) programs. Using a three-phase mixed methods design, the study first explored ASP strategies through qualitative interviews with program directors followed by expert validation of these activities against the DP framework. The final phase of this research study concluded with a national survey of 359 ACEND-accredited dietetics program directors to assess how often the 10 DP-based ASP experiences occurred throughout the programs. Responses were received from 81 program directors, indicating consistent use of nine DP-based ASP activities across a variety of educational settings. These activities included simulations, case studies, and role-playing exercises that emphasized repetition, feedback, and refinement. ASP usage remained uniform across the sample despite differences in program type, educator experience, and academic background, indicating broad acceptance and applicability. The results showed that incorporating DP into ASP design can inform the development of structured, feedback-rich learning activities aimed at strengthening the competence of interns. Dietetic education programs can incorporate a deeper skill mastery and professional readiness among dietetic students by aligning the ASP activities with DP principles. This research offers insights for educators preparing for future accreditation standards by supporting the development of ASP experiences that are pedagogically sound in promoting competence among dietetic students.
ABSTRACT – MANUSCRIPT TWO
Preparing future registered dietitians for professional success requires more than just meeting accreditation standards. It calls for intentional, well-designed learning experiences. With accreditation changes allowing for alternative supervised practice (ASP) hours, educators have new opportunities to rethink how students gain competence. The goal of this study was to better understand which types of learning experiences contributed the most to positive outcomes and to offer insights that help shape future curriculum and training strategies. This research study explored how often students engaged in deliberate practice (DP) and ASP activities, and whether those experiences related to self-reported outcomes, including credentialing exam scores, program satisfaction, and workforce readiness. Using two targeted questionnaires, responses were gathered from 107 former dietetic students across dietetic programs that included supervised practice. Results showed that DP activities were more frequently utilized than ASP activities, and both were positively correlated with self-reported outcomes of program satisfaction and workforce readiness. Neither ASP nor DP correlated significantly with self-reported credentialing exam scores. Structural Equation Modeling (SEM) was used as an exploratory tool to examine whether theoretically motivated relationships among DP, ASP, and outcomes could be empirically supported in preliminary data. SEM supported the latent structure that was hypothesized, and the bivariate relationships between DP, ASP, program satisfaction, and workforce readiness indicated meaningful associations captured by the current measurement model. In addition, the findings show the need for further refinement of the measurement model and continued exploration of SEM as a tool for evaluating experiential learning in dietetics education. These insights offer guidance for dietetic educators to refine curricula and experiential learning strategies that foster student success and align with evolving accreditation standards.
Copyright
Judith Roxanne Kingston, 2026
Recommended Citation
Kingston, Judith Roxanne, "Structured Learning for Future Dietitians: Frequency of Deliberate Practice and Alternative Supervised Practice Experiences and Associations with Credentialing Exam Scores, Program Satisfaction, and Workforce Readiness" (2026). Dissertations. 2460.
https://aquila.usm.edu/dissertations/2460