The College of Education, Health and
Human Sciences
Announces the Final Examination of
Carol Lee Shelly Wallace
for the degree of
Doctor of Education
May 8, 2014 at 1:00 pm
301 Browning Hall, University of Memphis
Memphis, TN
Biographical Sketch
Bachelor of Science, Foods and Nutrition, Marymount College
Master of Science, Public Health Nutrition, University of Tennessee
Advisory Committee
Mitsunori Misawa, Ph.D., Assistant Professor, Department of Leadership, Committee Chair
Barbara Mullins Nelson, Ph.D., Professor, Department of Leadership
Ruth Williams-Hooker, Ed.D., Assistant Professor, Health and Sport Sciences
William Akey, Ed.D., Assistant Professor, Department of Leadership
Major Field of Study
Higher and Adult Education
Period of Preparation: 2008 – 2014
Comprehensive Examination Passed: April 2012
LEARNING TO PRACTICE:
A CASE STUDY OF THE EXPERIENCES OF PUBLIC HEALTH
REGISTERED DIETITIANS IN PROFESSIONAL LIFELONG LEARNING
Abstract
The purpose of this qualitative case study was to understand the experience and perspectives of registered dietitians practicing as public health nutrition professionals, in meeting their continuing professional education and professional learning needs in their workplace, and the relationship to adult learning theories. Adult learning theories and strategies reviewed including andragogy, self-directed learning, transformational learning, experiential learning, informal and incidental learning, and critical reflective practice. Data was collected during an eight month period from registered dietitians within a county public health nutrition department. Data collection methods included observation, document elicitation using the participant’s professional development portfolio using an unstructured guide, semi-structured interviews, and artifact collection. Data was analyzed using thematic analysis, and findings were represented in themes, supported and illustrated by representative quotes from the participants. The five themes that emerged during analysis about CPE and professional learning were (1) the availability of opportunities, (2) the variety of methods for customizing learning, (3) that learning has a purpose, (4) learning is enhanced by enjoyability, and (5) RDs want to be prepared professionally.
The registered dietitians in this study reported experiences that aligned with literature about andragogy, self-directed learning, transformational learning, experiential learning, and informal and incidental learning. Barriers they reported were primarily cost, time, and scheduling, with some technology access problems. There was little self-reporting of reflective practice, although there was indication that they were reflecting, but did not consider it as learning. Four directions for future research are suggested, including expanding to other public health clinical settings in rural areas or in other parts of the country, or to experiences of RDs in other practice area such as clinical, wellness, chronic care, research, or education; the role of reflective practice in CPE and workplace learning for RDs; the growing role of social media in informal learning for the heath care professional providers and for patients or clients; or a comparison of the proliferations of CPE “freebies” mentioned frequently by these RDs, which are often produced by commercial companies, with more traditional CPE offerings from universities or other agencies.