Educational needs assessment of public health nutritionists working in the Iranian health system in 2012

Empowering public health nutritionists is necessary to achieving millennium development goals and meet the country''s nutritional issues. This study assessed the educational needs of public health nutritionists working in the health system in Iran. This study implemented two qualitative and quantitative phases from January 2010 to March 2012. Fifty-five informants in nutrition were invited to participate in the qualitative (Delphi technique) study. For the first round، a 65-item closed questionnaire in 9 competency areas and 3 open questions were designed by reviewing existing literature and the job description for Iranian public health nutritionists. The results of the first round were used to develop a second round questionnaire with 77 items that was sent to the previous participants. In the quantitative phase of the study، a needs assessment questionnaire with 42 items was designed in accordance with the results of the Delphi study. The questionnaire was sent to the public health nutritionists working with the offices of the dean of health at medical universities (70 participants). Descriptive statistics were used to analyze the data in using SPSS-18. The informants scored technology (91%)، nutrition science (88%)، and communication and advocacy (85%) as essential competency areas. The most cited educational needs for public health nutritionists were nutrition science (95%)، technology (93%)، and leadership and management (90%(. Sources of knowledge in competency areas included job training programs (29. 07%)، experience (28. 33%)، and formal education (11. 80%). The viewpoints of the public health nutritionists indicated most educational needs (>70%) included advocacy and communication، assessment and analysis، evaluation and cultural، social and political aspects. It is recommended to promote capacity building and revise the educational curriculum of the university program for public health nutritionists to provide more emphasis on skills-based competency.