Integrating nutrition counseling into clinical skills training: a simulation-based interprofessional education program for medical and nursing students
- 1Department of Oral and Maxillofacial Surgery, The Second Affiliated Hospital, Zhejiang University School of Medicine, NO. 88 Jiefang Road, Hangzhou, Zhejiang Province 310009 China
- 2Department of Orthodontics, Hangzhou Dental Hospital, West Branch, NO. 306 Tianmushan Road, Hangzhou, Zhejiang Province 310063 China
Abstract
Background: The increasing prevalence of diet-related chronic diseases highlights the urgent need for effective nutrition education in health professions training. This study evaluated a simulation-based interprofessional education (IPE) program designed to enhance nutrition counseling knowledge and self-efficacy among medical and nursing students.
Methods: A multimethod study was conducted with 89 medical and nursing students. Participants were recruited through university announcements and class meetings. Participation was voluntary and did not affect grades. No financial incentives were offered. Participants completed a 4-week program consisting of: (1) online nutrition modules, (2) interprofessional team-based learning sessions, and (3) standardized patient simulations. Quantitative measures included pre- and post-intervention assessments of nutrition knowledge, counseling self-efficacy, and interprofessional attitudes. Effect sizes (Cohen’s d) were calculated for all comparisons. Qualitative data were collected through six focus groups with a purposive subsample of 24 participants and analyzed using inductive thematic analysis until saturation was reached.
Results: Participants demonstrated significant improvements in nutrition knowledge (mean difference: 2.39, 95% CI [1.69, 3.10], Cohen’s d = 0.73, p < 0.001) and counseling self-efficacy (mean difference: 16.52, 95% CI [14.99, 18.05], Cohen’s d = 2.31, p < 0.001). Interprofessional attitudes also showed positive changes, particularly in teamwork and collaboration domains. Qualitative analysis revealed three main themes: (1) increased confidence in nutrition counseling, (2) appreciation for interprofessional perspectives, and (3) recognition of nutrition’s role in comprehensive patient care. Participants valued the simulation component as particularly effective for skill development.
Conclusions: Participation in this simulation-based interprofessional education program was associated with short-term improvements in nutrition counseling knowledge and self-efficacy among health professions students. The integration of online learning, team-based activities, and standardized patient encounters provides a comprehensive approach to nutrition education. These findings offer preliminary evidence that this model may help address the gap in clinical nutrition training. Further research with controlled designs and longer follow-up is warranted.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-10108-x.
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BibTeX
@article{huang2026integrating,
title = {{Integrating nutrition counseling into clinical skills training: a simulation-based interprofessional education program for medical and nursing students}},
author = {Linjian Huang and Simin Deng and Hanwen Chu and Miaoran Li},
journal = {BMC Medical Education},
year = {2026},
month = aug,
doi = {10.1186/s12909-026-10108-x},
url = {https://doi.org/10.1186/s12909-026-10108-x},
note = {CC BY-NC-ND 4.0},
}
RIS
TY - JOUR
TI - Integrating nutrition counseling into clinical skills training: a simulation-based interprofessional education program for medical and nursing students
AU - Linjian Huang
AU - Simin Deng
AU - Hanwen Chu
AU - Miaoran Li
PY - 2026
DA - 2026/08/07
JO - BMC Medical Education
DO - 10.1186/s12909-026-10108-x
UR - https://doi.org/10.1186/s12909-026-10108-x
AB - Background: The increasing prevalence of diet-related chronic diseases highlights the urgent need for effective nutrition education in health professions training. This study evaluated a simulation-based interprofessional education (IPE) program designed to enhance nutrition counseling knowledge and self-efficacy among medical and nursing students. Methods: A multimethod study was conducted with 89 medical and nursing students. Participants were recruited through university announcements and class meetings. Participation was voluntary and did not affect grades. No financial incentives were offered. Participants completed a 4-week program consisting of: (1) online nutrition modules, (2) interprofessional team-based learning sessions, and (3) standardized patient simulations. Quantitative measures included pre- and post-intervention assessments of nutrition knowledge, counseling self-efficacy, and interprofessional attitudes. Effect sizes (Cohen’s d) were calculated for all comparisons. Qualitative data were collected through six focus groups with a purposive subsample of 24 participants and analyzed using inductive thematic analysis until saturation was reached. Results: Participants demonstrated significant improvements in nutrition knowledge (mean difference: 2.39, 95% CI [1.69, 3.10], Cohen’s d = 0.73, p < 0.001) and counseling self-efficacy (mean difference: 16.52, 95% CI [14.99, 18.05], Cohen’s d = 2.31, p < 0.001). Interprofessional attitudes also showed positive changes, particularly in teamwork and collaboration domains. Qualitative analysis revealed three main themes: (1) increased confidence in nutrition counseling, (2) appreciation for interprofessional perspectives, and (3) recognition of nutrition’s role in comprehensive patient care. Participants valued the simulation component as particularly effective for skill development. Conclusions: Participation in this simulation-based interprofessional education program was associated with short-term improvements in nutrition counseling knowledge and self-efficacy among health professions students. The integration of online learning, team-based activities, and standardized patient encounters provides a comprehensive approach to nutrition education. These findings offer preliminary evidence that this model may help address the gap in clinical nutrition training. Further research with controlled designs and longer follow-up is warranted. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-10108-x.
SN - 1472-6920
ER -