Impact of Eating Disorder Course for Nutrition Students: Shifts in comfort, confidence, and eating disorder knowledge

Abstract

ABSTRACT Objective: To evaluate the effectiveness of an educational intervention to improve comfort, confidence, and knowledge in working with eating disorders for nutrition students Design: Quasi-experimental Methods: The study examined the impact of a four-module course on nutrition students’ (nutrition undergraduate, dietetic internship, or graduate) comfort and confidence levels in working with individuals with eating disorders, risk of development of an eating disorder, and their knowledge of working with eating disorders. The study employed a pre-test/post-test design to assess changes in participants before and after the intervention. Setting: Virtual administration Participants: 5 participants completed pre- and post-test data Intervention: Participants completed a four-hour course on eating disorders written by an eating disorder expert in the spring of 2024. Results: The use of an eating disorder course for nutrition students increased students’ self-reported levels of confidence and comfort when thinking about working with eating disorders in their future careers. There was not a significant difference in pre-test and post-test knowledge assessment, however participants’ scores remained the same or increased. The average of the participants’ pre-test and post-test EAT-26 assessment did not show a significant change. Conclusions and Implications: The use of an eating disorder course for nutrition students has the potential to improve student comfort and confidence in working with eating disorders, as well as their overall knowledge of nutrition counseling for eating disorders. It is imperative to continue to consider the impact that eating disorder education may have on the risk of eating disorder development for nutrition students.