Validity and educational impact of clinical entrustable professional activities linked to the nutrition care process for work-based assessment of entry-level dietetics students : Evaluation of a 3-year implementation study in Australia

Journal article

Bramley, Andrea, Forsyth, Adrienne and McKenna, Lisa. (2023). Validity and educational impact of clinical entrustable professional activities linked to the nutrition care process for work-based assessment of entry-level dietetics students : Evaluation of a 3-year implementation study in Australia. Journal of the Academy of Nutrition and Dietetics. 123(4), pp. 614-625. https://doi.org/10.1016/j.jand.2022.09.009
AuthorsBramley, Andrea, Forsyth, Adrienne and McKenna, Lisa
Abstract

Background
Entrustable professional activities (EPAs) describe key workplace activities and are increasingly being used for student work-based assessment. An EPA-based work-based assessment tool offers potential to increase understanding of dietetics student skill development and opportunity for standardised work-based student assessment.

Objective
To determine construct validity and educational impact of an EPA work-based assessment tool for dietetics placement students in clinical settings.

Design
Using a time series design, supervisor and student self-assessment data collected from an EPA-based assessment tool from three cohorts of dietetics students and supervisors from 2017-2019 was analyzed.

Participants and setting
Dietetics students (n = 145) from an accredited dietetic training program in Australia and affiliated metropolitan and rural hospitals.

Main outcome measures
Construct validity was determined through analysis of supervisor evaluation of student performance against EPAs over time. Educational impact was determined through comparing student performance across EPAs to predicted milestones to identify areas of least entrustment.

Statistical analyses performed
Student performance over time and differences between student self-assessment and supervisor assessment for each EPA were investigated using Wilcoxon signed-rank tests and linear mixed-model analysis. Descriptive statistics summarised student performance against each EPA.

Results
Performance significantly increased over time in 35 out of 37 EPAs. Significant differences between supervisor and student self-assessment were evident in 9 out of 37 EPAs. Dietetics student performance varied across EPAs with 88.2% of students achieving entrustment for nutrition management EPAs compared with 100% for professionalism EPAs.

Conclusions
The tool’s construct validity was established. EPAs identified areas of Nutrition Care Process skills development requiring additional support. Data collected by the tool can inform teaching.

Keywordsentrustable professional activities; work-based assessment; nutrition care process; clinical dietetics education; competency-based education
Year2023
JournalJournal of the Academy of Nutrition and Dietetics
Journal citation123 (4), pp. 614-625
PublisherElsevier Inc.
ISSN2212-2672
Digital Object Identifier (DOI)https://doi.org/10.1016/j.jand.2022.09.009
PubMed ID36089207
Scopus EID2-s2.0-85139877972
Page range614-625
FunderLa Trobe University
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Sep 2022
Publication process dates
Accepted05 Sep 2022
Deposited28 Jul 2023
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