NutriPD: Growing Professional Competence in Nutrition

NutriPD (www.nutripd.eu) began in 2019 with SATLE funding to strengthen professional competence and innovation in nutrition education across Ireland. Building on this foundation, the 2022–2025 phase explored the digital transformation of nutrition science education, assessing educators’ and students’ digital competence using the EU DigCompEdu framework. Findings revealed mirrored gaps in digital content creation, safety, and problem-solving, leading to targeted interventions including a national webinar series, digital mentorship programme, and tailored training resources.

Through its Community of Practice—now comprising over 180 educators, graduates, and professionals—NutriPD has fostered collaboration, shared best practice, and built sector-wide digital capacity. The project’s evidence has informed curriculum design, enhanced professional development, and influenced the Association for Nutrition’s (AfN, UK) updated accreditation standards to include digital literacy.

NutriPD demonstrates how research-informed innovation can embed digital competence across higher education, equipping graduates with the digital skills and adaptability essential for Ireland’s evolving health workforce.

SATLE priority area: Digital Transformation

The NutriPD project at Atlantic Technological University (ATU) advances professional competence in nutrition education across Ireland through a clear focus on digital transformation in higher education. Launched in 2019 with SATLE funding, NutriPD established the first national Community of Practice (CoP) for nutrition professionals—now more than 180 members strong. Building on this foundation, the 2022–2025 phase investigates how digital skills are taught and applied in nutrition programmes, and how these competences influence graduate employability.

Context and Needs Addressed

The modern nutrition workforce demands digital fluency—including data literacy, online communication, and safe digital practice. Yet, before NutriPD, little was known about the digital competence of educators or students in this discipline. Engagement with employers and graduates revealed a widening digital skills gap: proficiency with analytical tools (e.g., SPSS), digital communication, and media content creation were consistently cited as essential for employability.

Recognising this gap, NutriPD aimed to examine the digital transformation of nutrition education and identify strategies to embed digital competence within curricula and professional development.

Key stakeholders included nutrition educators and students from three higher education institutions (HEIs), employers in health and food sectors, the Association for Nutrition (AfN, UK), and members of the NutriPD CoP. Their ongoing involvement ensured the project remained grounded in real-world educational and professional needs.

Goals and Approach

The project aimed to:

1. Assess digital competence among nutrition educators and students.
2. Identify barriers and enablers to digital integration.
3. Develop professional-development resources to address identified needs.
4. Share findings to inform curriculum design, accreditation, and institutional strategies.

A mixed-methods approach combined quantitative assessment with qualitative inquiry to capture a complete picture of digital transformation in practice.

Digital Skills Baseline Assessment

Educators and students from three HEIs completed the MyDigiSkills self-assessment tool, aligned with the EU DigCompEdu framework. The model evaluates five domains: Information and Data Literacy; Communication and Collaboration; Digital Content Creation; Safety; and Problem Solving.

• Educators (n=15): Strongest in Information and Data Literacy and Communication; lowest in Content Creation, Safety, and Problem Solving.
• Students (n=43): Strongest in Communication; lowest in Safety, Problem Solving, and Content Creation.

The mirrored results underscored the need for training to help educators model and teach safe, creative, and problem-solving digital practices.

Qualitative Focus Groups

Two focus groups with 15 educators explored digital skill requirements, barriers, and training needs. Participants reported using tools such as presentations, podcasts, social media, and e-portfolios to teach digital competence. However, funding limitations, lack of time, and inadequate equipment restricted innovation.

To address these issues, NutriPD adopted flexible online learning, prioritised open-access tools, and leveraged the CoP to share resources and reduce duplication across institutions.

Key Findings

The study produced Ireland’s first national snapshot of digital competence in nutrition education, revealing:

1. Consistent Gaps Across Groups: Both educators and students lacked training in digital content creation, safety, and problem-solving.
2. Educator Development Drives Student Readiness: Upskilling educators improved students’ exposure to digital learning and workplace preparedness.
3. Institutional Barriers Persist: Sustained funding, time protection, and access to updated technology are vital to long-term digital transformation.

Findings were translated into targeted actions:

• Professional Development: Data guided a five-part NutriPD Autumn Webinar Series (2023–2024) on digital pedagogy and professional tools, with 70+ participants per session. Topics such as Digital Content Creation and Online Safety directly addressed the weakest competence areas.
• Mentorship and Peer Learning: The NutriPD Mentorship Programme paired early-career nutritionists with experienced professionals. Using digital resources and guided online interactions, the programme strengthened both professional and technological confidence.
• Curriculum Influence and Collaboration: Findings shared with AfN (UK) informed the inclusion of digital competence in revised accreditation standards for Irish and UK programmes. Within ATU, insights guided curriculum review and staff development aligned to the EU Digital Education Action Plan (2021–2027).

Challenges and Responses

Challenges included varying digital confidence, limited technology access, and time constraints. NutriPD mitigated these through phased implementation, online delivery, and collaborative resource sharing via the CoP. This peer-led approach allowed institutions to pool expertise and sustain progress despite resource challenges.

Sustainability is ensured through continued collaboration with AfN (UK), employer partners, and academic leaders to embed digital competence into CPD and curriculum design. NutriPD’s tools and methodology are transferable to other health disciplines such as dietetics, physiotherapy, and nursing.

The project’s next phase (2025 onward) will evaluate how digital upskilling influences learning outcomes and employability. Engagement with institutional leaders and professional bodies will continue to integrate digital literacy within national frameworks for teaching and professional accreditation.

Impact

Through evidence-based inquiry, collaboration, and co-creation, NutriPD has transformed nutrition education in Ireland. By equipping educators to embed digital pedagogy and aligning curricula with workforce needs, the project ensures graduates are digitally competent and adaptable.

NutriPD demonstrates how a SATLE-funded initiative can evolve into a sustainable, scalable model for digital transformation, driving systemic change across higher education and professional training while strengthening Ireland’s capacity for a digitally skilled, future-ready workforce.

Strategic alignment with national policies and relevant SATLE priority area

The NutriPD project aligns directly with the SATLE priority area of Digital Transformation, advancing national and European objectives to embed digital capability across higher education. By strengthening digital competence among educators and students, NutriPD has enhanced teaching quality, employability, and professional standards across nutrition and related health disciplines.

Alignment with National and European Policy Frameworks

NutriPD reflects the priorities of the THEA Strategy and the HEA Statement of Strategy 2022–2024, both of which emphasise innovation in digital teaching, flexible learning, and workforce readiness. Within Atlantic Technological University (ATU), the project directly supports institutional goals to promote digital literacy, pedagogical innovation, and staff professional development.

At European level, NutriPD advances the EU Digital Education Action Plan (2021–2027), contributing to its two central priorities:

1. Developing high-performing digital education ecosystems, and

2. Enhancing digital skills and competences for the digital age.

Using the EU DigCompEdu framework, NutriPD conducted the first national assessment of digital competence among nutrition educators and students, providing an evidence base aligned with European benchmarks. This data-driven approach supports EU ambitions to build resilient, digitally confident higher education systems.

Embedding Digital Transformation in Teaching and Learning

NutriPD transformed evidence into practice through a series of targeted professional-development initiatives. A five-part Digital Skills Webinar Series and a structured Mentorship Programme addressed identified gaps in digital content creation, online safety, and problem-solving. Each initiative modelled best practice in technology-enhanced learning and promoted the use of digital tools for collaboration and innovation.

These activities directly embody the SATLE vision of enhancement through research-informed practice, collaboration, and sustainability. By embedding digital competence into curriculum design and professional learning, NutriPD enables educators to deliver engaging, technology-enhanced learning experiences and equips students to become adaptable, digitally fluent graduates.

National Forum Alignment

The project strongly aligns with the National Forum’s focus on Digital Transformation for Impact, addressing its call for evidence-based approaches that improve teaching practice and learner outcomes. NutriPD contributes to the National Professional Development Framework (NPDF) by fostering reflective practice among educators and promoting communities of practice that sustain transformation beyond the project’s lifespan.

The NutriPD Community of Practice (CoP)—now with over 180 members—embodies the Forum’s vision of collective enhancement. It provides a national platform for sharing resources, building confidence, and advancing digital teaching capacity across multiple higher education institutions.

Advancing Employability and Workforce Readiness

NutriPD aligns with Ireland’s Future Jobs Strategy and Human Capital Initiative by ensuring graduates develop the digital literacy, data skills, and communication competencies required by modern employers. Collaboration with industry partners identified digital skills as a key employability factor, shaping NutriPD’s focus on workforce-aligned curriculum reform.

Sustaining Sectoral Impact

The project’s influence extends from institutional practice to national policy. Within ATU, findings have informed curriculum review and staff development planning. Nationally, collaboration with the Association for Nutrition (AfN, UK) led to revised professional accreditation standards that now include digital literacy as a core competence.

This integration demonstrates alignment not only with SATLE’s Digital Transformation agenda but also with Ireland’s broader higher education policy goals—enhancing quality, innovation, and future-readiness across the sector.

Innovation in specified SATLE priority area

NutriPD demonstrates clear and sustained innovation in advancing Digital Transformation within nutrition science education. The project introduced new pedagogical approaches, meaningful student–staff partnerships, and innovative use of digital tools, while creating institutional and cultural change across higher education and the wider health professions sector.

Dual-Dimension Digital Competence Model

Prior to NutriPD, no research had mapped digital competence among both educators and students in Irish nutrition science programmes. The project pioneered a dual-assessment model using the EU DigCompEdu framework and MyDigiSkills self-assessment tool to evaluate teaching and learning perspectives simultaneously.
This approach provided the first integrated picture of digital capability across the discipline, revealing mirrored gaps in Digital Content Creation, Problem Solving, and Safety. By positioning educators and students as co-learners and co-creators, NutriPD reframed digital competence as a shared developmental journey—an innovative pedagogical shift that strengthens both teaching and employability.

Translating Evidence into Practice

NutriPD turned research findings into targeted professional-development initiatives. A five-part Digital Skills Webinar Series addressed identified gaps through interactive, technology-enhanced sessions for educators, students, and professionals. Each webinar modelled digital pedagogy in practice, with over 70 participants per session and 90% reporting greater confidence in applying digital tools.

The NutriPD Mentorship Programme further demonstrated innovation by embedding digital platforms into professional development. Through online resources and a digital mentorship handbook, early-career professionals were paired with mentors to build confidence in digital communication, reflective learning, and peer collaboration—linking CPD with pedagogical innovation and lifelong learning.

Student Partnership and Co-Creation

Students were active partners throughout the project—co-interpreting data, co-facilitating webinars, and contributing to the design of digital resources. Their involvement ensured that innovations were learner-centred, practical, and directly relevant to student experience. This participatory approach represents a shift toward student partnership in curriculum and professional-skills development, strengthening engagement and ownership of digital learning.

Collaborative Ecosystem for Digital Innovation

The NutriPD Community of Practice (CoP)—now over 180 members from HEIs and professional bodies—acts as a national hub for collaboration, resource sharing, and experimentation. Members pilot new digital tools, exchange teaching strategies, and collectively address digital-education challenges.
This ecosystem fosters rapid dissemination of effective practice, ensuring innovation becomes iterative and sustainable rather than confined to a single institution.

Extending and Sustaining Innovation

NutriPD’s innovations have shaped professional standards and institutional practice. Collaboration with the Association for Nutrition (AfN UK) informed revised accreditation criteria that now recognise digital literacy as a core competence for Registered Nutritionists—demonstrating international impact.

Within Atlantic Technological University (ATU), project findings are integrated into curriculum review and staff development, embedding digital competence as a continuing priority. Educators engaged through NutriPD now act as digital ambassadors supporting colleagues to adopt new tools and approaches.

By aligning digital transformation with employability, professional standards, and strategic objectives, NutriPD has evolved from a funded project into a systemic driver of educational enhancement and cultural change. Its framework—dual assessment, student partnership, and collaborative professional learning—is now being adapted in other health disciplines, offering a scalable model for digital transformation across higher education.

Outcomes

Impact

The NutriPD project has generated significant and measurable impact on students, educators, and institutions across Ireland, contributing to the wider digital transformation of nutrition education and allied health sciences. Through evidence-based research, professional collaboration, and strategic dissemination, NutriPD has influenced teaching practice, curriculum design, and professional standards at both national and international levels.

Transforming Teaching and Learning Practice

NutriPD has enhanced teaching and learning by equipping educators with the tools, confidence, and digital fluency needed to integrate technology into nutrition science curricula. Digital competence assessments revealed gaps in content creation, online safety, and problem-solving. These findings informed targeted professional-development interventions, including a five-part Digital Skills Webinar Series and accompanying online resources.

Evaluation results demonstrate clear outcomes:

• 92% of participants reported improved confidence in digital content creation and communication.
• 75% of educators integrated at least one new digital tool or method (e.g., e-portfolios, collaborative media projects, or data literacy modules) within six months.

These measurable gains show NutriPD’s direct contribution to enhancing digital pedagogy, student engagement, and graduate employability.

Empowering Students and Building Digital Readiness

NutriPD has ensured that students’ learning experiences align with modern workforce needs. Engagement with employers revealed a growing demand for graduates proficient in digital communication, data handling, and online collaboration. This feedback guided curriculum enhancements and informed professional-development initiatives.

Students benefited from increased use of digital tools, collaborative learning platforms, and reflective digital activities such as e-portfolios and professional social media engagement. Participants in the NutriPD Mentorship Programme—linking students and early-career graduates with experienced mentors—reported improved confidence in digital communication, networking, and reflective practice.

By embedding digital competence across teaching, mentoring, and assessment, NutriPD has helped develop a new generation of digitally capable graduates ready to thrive in technology-driven work environments.

Strengthening Institutional Capacity and Collaboration

NutriPD has built a collaborative digital learning culture across higher education. The NutriPD Community of Practice (CoP), now over 180 members, provides a sustained platform for sharing innovations, resources, and reflective practice. Ongoing engagement through webinars, mentoring, and online forums has connected educators, students, and professionals, encouraging collective enhancement and confidence in digital teaching.

Within Atlantic Technological University (ATU), NutriPD has informed professional-development strategy, embedding digital competence as a key pillar of teaching excellence. Findings now guide ATU’s CPD offerings and curriculum review, aligning them with the EU Digital Education Action Plan (2021–2027). This integration ensures institutional sustainability and long-term impact beyond project funding.

Extending Impact to National and International Levels

NutriPD’s influence extends beyond institutional boundaries. Collaboration with the Association for Nutrition (AfN, UK) directly shaped professional accreditation standards, leading to the inclusion of digital competence as a core requirement for Registered Nutritionists and Registered Associate Nutritionists. This policy-level change demonstrates significant national and international impact, positioning Ireland as a leader in evidence-based digital transformation within nutrition education.

Findings have been widely disseminated through professional and academic networks, including three peer-reviewed publications and presentations at the Nutrition Society Congress 2024, attended by 480 delegates from 26 countries. Following dissemination, multiple HEIs in Ireland and the UK have expressed interest in adopting NutriPD’s framework to assess and enhance digital competence within other health-related programmes.

Replicability and Sectoral Reach

A defining strength of NutriPD is its transferability. The project’s methodology—combining dual-assessment, collaboration, and targeted upskilling—is adaptable across disciplines. Early engagement with colleagues in dietetics, physiotherapy, nursing, and pharmacy has confirmed its relevance across healthcare education.

NutriPD’s digital-competency framework, webinar materials, and resources are openly available via www.nutripd.eu, supporting sector-wide adoption. The model’s flexible design allows institutions to replicate processes while adapting content for their own contexts. This scalability positions NutriPD as a replicable framework for digital transformation across higher education.

Strategic Partnerships and Sustainable Impact

Partnerships across academia, industry, and professional bodies have been central to sustaining momentum. Engagement with employers aligned graduate digital competencies with workforce expectations, reinforcing NutriPD’s relevance to employability and lifelong learning.

Sustainability is embedded throughout the project:

• The Community of Practice fosters continuous peer learning and knowledge exchange beyond funding cycles.
• The Mentorship Programme supports ongoing digital professional development for graduates and early-career professionals.
• Integration with ATU’s strategic teaching and learning priorities ensures institutional continuity and ongoing investment.

Through these mechanisms, NutriPD’s outcomes continue to shape digital teaching practice across Ireland and beyond, maintaining long-term sectoral impact.

Building a Culture of Digital Confidence

Perhaps NutriPD’s greatest achievement is the cultural transformation it has initiated. The project normalised digital dialogue within nutrition education, reframed professional development as a shared responsibility, and cultivated a network of digitally confident educators and learners. This shift—grounded in evidence, collaboration, and reflection—ensures that digital innovation is viewed not as optional but as fundamental to effective, future-oriented education.

Through NutriPD, ATU and its partners have not only advanced digital transformation but also established a model for how higher education can respond strategically, inclusively, and innovatively to the evolving digital landscape.