| Summary: | 碩士 === 靜宜大學 === 食品營養學系 === 104 === Obtaining the dietician license is an important goal for the majority of nutrition majored students, and it is a national examination under the categories of Professional and Technologist Examinations with certain criteria. Hospital internship is one of these criteria, and it requires 7 credits (448 hours, but will be extended to 504 hours after year 2014). Only few studies have been focused on nutrition majored students and internship, and none of them have discussed the internship effectiveness from different types of hospital. Thus, the purpose of this study was to examine the relationship between school and hospital internship curriculum and their effects on the student learning achievement. A self-designed questionnaire was developed to measure student’s internships effective, the practical usefulness of school curriculum on internship, students’ self-perception on learning achievement and their satisfaction on three areas of internships (dietary management, clinical nutrition, community nutrition). Seventy-nine students were surveyed after finishing their internship. Three types of hospital students choses to go, they were medical center (39.2%), metropolitan hospitals (53.2%), and local community hospitals (7.6%). The top three reasons for students to choose internship were self-decision (39.4%), close to home town (28.5%), and school grade (17.5%). The desire of choosing dietitians as future career before and after internship among students was significant different (p<.0001). Fifty-three of students would like to be a dietitian before internship, while 58.2% after internship, 46.8% of students did not want to be a dietitian and who were not sure before internship, while 41.8% after internship. The highest average score on understanding internship curriculum from three internship areas were 4.3 ± 0.9 on “dietary satisfaction” in dietary management, 4.4±0.7 on “job duties and functions of the clinical dietitian” in clinical nutrition, and 4.3±0.7 on “community nutrition education planning” or “ nutrition education material design” in community nutrition. The top three useful school curriculum for each internship were quantity food management, quantity food management laboratory, meal planning & service laboratory in dietary management area; therapeutic nutrition, therapeutic nutrition laboratory, assessment of nutritional statuses in clinical nutrition area; and public health nutrition, nutrition, therapeutic nutrition in community nutrition area. Half students reported learning the most from clinical nutrition area, at the same time, about 67.0% of students thought clinical nutrition area was the hardest area to learn during the internship. About 54.1% of students agreed that the current school curriculum was helpful during the internship. In summary, overall results could provide the basic concepts about the association between school curriculum and hospital internship achievement and help to develop the future school curriculum.
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