Employability of Irish nutrition science graduates – a qualitative exploration of graduates’ experiences

Employability of Irish nutrition science graduates – a qualitative exploration of graduates’ experiences | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Employability of Irish nutrition science graduates – a qualitative exploration of graduates’ experiences Sarah O'Donovan, Lisa Ryan This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4939052/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Nutrition program graduates possess extensive knowledge, practical skills, and effective communication, but the transition from academic training to professional practice can be challenging. The study aimed to explore the employability of Irish nutrition science graduates and the use of the CareerEDGE model in developing employability. In-depth semi-structured, recorded interviews were conducted with 42 nutrition graduates from across nine universities in Ireland who had completed a nutrition science degree between 2015-2021. Interpretivism guided this study, which endeavoured to co-construct meaning with participants. Transcribed interviews were thematically analysed, whereby data were coded, themes identified and discussed by all authors. The data were further mapped against CareerEDGE model by deductively coding against the model components (experience, degree, generic skills, emotional intelligence, career development learning, and reflection and evaluation). All components of the CareerEDGE model were identified in the data. Experience, degree, and generic skills were recognised as the components with the greatest impact on job outcomes and performance. All participants referenced both work and life experience as an influential factor in their journey to employment, providing exposure to different workplace environments and opportunities for skills development. Irish nutrition science graduates acknowledged the significance of experience, degree knowledge, and generic skills in employability. However, further research is needed to improve career development opportunities and support, emotional intelligence, and resilience in nutrition science education. Nutrition graduates Ireland Graduate Employability Irish Nutrition Graduate Experience Introduction The discipline of nutrition has evolved significantly over recent decades, necessitating a workforce that is not only well-educated but also adaptable and competent in a diverse set of skills. In Ireland, the demand for qualified nutritionists has been driven by increasing public awareness of health and wellness, alongside policy shifts emphasizing preventive healthcare measures (Department of Health, 2024 ; O’Donovan, Palermo, and Ryan, 2022). Although academic programmes in nutrition have expanded, there is still a lack of research that specifically examines the career paths of nutrition graduates in Ireland. Graduates of nutrition programmes are expected to possess a strong knowledge base in nutritional science, practical skills for dietary assessment and intervention, and the ability to communicate effectively with diverse audiences (Academy of Nutrition and Dietetics, 2017). However, the transition from academic training to professional practice can present numerous challenges. These include navigating a competitive job market, meeting professional accreditation requirements, and acquiring on-the-job experience that may not have been fully covered in academic settings (Opoku, Khuabi, and Van Niekerk, 2021 ). A 2021 integrated study of the transition from student to professional practice in allied health professions as a healthcare professional identified numerous barriers and suggested coping methods to mitigate the difficulties that graduates may encounter. Opoku, Khuabi, and Van Niekerk ( 2021 ) emphasised the importance of accessible support systems and the cultivation of strong professional relationships to provide mentoring and peer support to new healthcare professionals. These elements are crucial in helping them navigate the transition and feel accepted and recognised in their new role. Furthermore, external factors such as economic conditions, health policies, global pandemics, and emerging trends in public health nutrition can significantly influence career opportunities and pathways (Cao and Hamori, 2022 ). Previous studies have highlighted several key factors that influence the employment outcomes of nutrition graduates. For instance, practical experience gained through placements and volunteering experiences have been shown to be critical in developing practical and generic skills, exposing students to the new career opportunities, and enhancing employability (Murray et al., 2020 ). Additionally, professional networking and mentorship have been identified as important supports that can help graduates navigate their early careers (Haggard et al., 2011 ; Rinfret, Young, and MacDonald, 2023). However, these studies are largely based on data from the United States and Australia, contexts that differ from the Irish situation in terms of healthcare infrastructure, educational frameworks, and market demand for nutrition professionals. Examining the correlation between the employability of nutrition science graduates and the theoretical models of employability can lead to a more thorough comprehension of the elements that influence successful job outcomes. The "CareerEDGE - Key to Employability" model, developed by Pool and Sewell (2007), is a meso-theory that enables students to develop their employability and pinpoint opportunities for enhancement based on five crucial components: Experience, Degree Subject Knowledge, Generic Skills, Emotional Intelligence, and Career Development Learning. The model is valuable for exploring graduates' employment outcomes due to its holistic approach aligning educational objectives with employer expectations, emphasizing the importance of both hard and soft skills. By providing a framework for empirical studies and guiding educational institutions in curriculum design, the “CareerEDGE” model helps ensure that graduates are well-prepared for the job market, ultimately enhancing their employability and career success. To date, the “CareerEDGE” model has not been applied to understand nutrition science graduate employability and factors influencing employability. Understanding the employment experiences of nutrition graduates is not only essential for academic institutions aiming to improve curriculum and student-centred support services but also for policymakers and professional bodies striving to enhance the nutrition workforce. By identifying the critical factors that foster professional success, this research can inform strategies to better prepare future nutritionists for the dynamic and evolving demands of the healthcare sector in Ireland. This study aimed to explore the factors influencing employability of Irish nutrition graduates. Methods In this study, we adopted an interpretive methodology, which posits that meaning is created through the social interactions between participants and researchers. Furthermore, the “CareerEDGE - Key to Employability” model was utilised to aid in the interpretation of the findings. For this Irish focused approach to the graduate data the composition of our study team included a proficient nutrition science researcher (LR), and one novice nutrition researcher with training in qualitative research (SOD). Participants The study was conducted with graduates from Ireland. Participants were eligible for inclusion if they had graduated from an honours-level nutrition science degree between 2015 to 2021, and had not studied, nor were enrolled to study dietetics. Participants included in this study had completed a degree from one of the eight Higher Education Institutions in Ireland offering a nutrition science degree. All degrees were accredited or in the process of seeking accreditation with the Association for Nutrition (AfN), an independent regulator of nutritionists in the UK who provide voluntary individual and degree accreditation using a system based on core competency areas and set standards for training and education (AfN, 2012; Association for Nutrition, n.d.). The concept of information power underpinned the maximum variation sampling technique. Despite the strong theoretical foundation of the topic of the study, high quality of discussions, and framework analysis strategy, given the broad aim of the study and sample specificity a moderate sample size was deemed adequate (Malterud, Siersma, and Guassora, 2016). Researchers aimed to recruit at least 40 participants with diverse employment backgrounds and experiences. Participants were initially recruited via a promotional post on LinkedIn, and then to support the achievement of maximum variation, eligible individuals were contacted via personal LinkedIn messages. Those interested were prompted to complete an expression of interest form. The form, which was identical across both groups, asked for the participant's full name, email address, the university at which they completed their undergraduate degree, year of study completion, and whether they had completed or were currently enrolled in dietetics. Fifty-two Irish nutrition graduates responded to the initial posts, of which forty-three met the eligibility criteria, and twenty-eight participated in an interview (four withdrew prior to the interview citing lack of time, and 11 did not respond to the follow-up email). An additional twenty participants were purposefully messaged by SOD to increase the sample size and fourteen responded and consented to participate. At the end of data collection from this recruitment, researchers decided to stop any further recruitment as a range of graduate employment and employability experiences were captured. Interview Protocol The use of narrative interviews allowed participants to tell in-depth tales of their experiences in chronological order, from their time as students to their entry into the workforce to their current position as professionals (Creswell, 2007; Ntinda, 2018). This was one of the main reasons narrative interviews were chosen for data collection. All of the interviews took place using MS Teams, with the exception of one where the participant preferred to use Zoom. A semi-structured interview question guide was devised, focussing on three specific time periods: prior to graduation (including any time spent on placement), shortly after graduation, and the present, as a professional (Table 1). Each interview lasted between 30 and 100 min (M =48.90 min, SD = 15.10 min) in duration and was transcribed verbatim. Participants were given a €20 One4All voucher to compensate for their time. Ethical approval for this study was received from the [removed for blind peer review] Research Ethics Committee (RSC_AC_21112021). Verbal informed consent was obtained from all subjects and formally recorded. Data Analysis Data were narratively analysed in two stages, where the focus of the analysis was on the description of participants' stories of employment and employability. The foundation coding framework from Study 6, categorising the data into groups was utilised in the initial phase of this analysis. This initial stage allowed an in-depth interpretation of the Irish dataset only to facilitate discussions and analysis of the data against the ‘CareerEDGE - Key to Employability’ model. Second, the data were then deductively coded against the five critical components (Experience, Degree Subject Knowledge, Generic Skills, Emotional Intelligence, and Career Development Learning) and the patterns and frequency of codes against each component in the model noted to identify the essential aspects for employability. The analysis was further supported in the write up through multiple participant quotes to expand upon our understanding of the participants’ experiences and illustrate the CareerEDGE model components. Table 1 . Interview guide exploring Irish nutrition science graduates’ experiences of employment and employability. Time point Narrative prompt Example questions for participant Before graduation Prompt the participant to recount their story of entering nutrition study, including their highlights, lowlights, mentors and any extra or co-curricular endeavours. Why did you decide to study nutrition? What did you intend to do with your degree, in terms of employment? What were the highlights and lowlights of your time as a student? Did you do placement / research unit or electives in third year? Expand on your experience. Did you do anything outside your studies (part time work, extra/co-curricular activities?) Is there anything you can think of that enhanced your employability? Did you have any mentors as a student that guided your entry into the workforce? Immediately after graduation Prompt the participant to recount their story as a Bachelor of Nutrition Science graduate, including considerations about further study, job-seeking, and perceptions of preparedness. Talk me through what happened once you finished your degree. Why do you think you got the graduate role you have? Which aspects, if any, of your nutrition degree do you use in your current role? Did you consider further study pathways? What was the job seeking experience like for you? How prepared did you feel to enter the workforce? Walk me through a day in your life in the current job you are in. Now, as a professional Prompt the participant to recount their story as a professional, including their current working arrangements, professional identity and future plans. Now that you are working as a nutrition science graduate, what does it mean to you to be a nutrition professional? Tell me about a specific time when you felt like a nutrition professional. Do you feel a sense of professional identity, that is, a sense of professional belonging in the nutrition field? What are your future plans? What advice would you give to students about to enter the first year of their nutrition degree? What advice would you give to a new grad about to enter the job market? Results Forty-two nutrition science graduates in Ireland participated in this study. Most participants were female (93%), completed a placement experience during their degree (88%), and were currently in full-time employment (64%) at the time of the study (Table 2). Table 2 . Characteristics of Irish nutrition science graduates (n=42) interviewed. Attribute Irish participants n (%) Gender Female 39 (93) Male 3 (7) Year of graduation 2015 1 (2) 2016 6 (14) 2017 5 (12) 2018 7 (17) 2019 7 (17) 2020 3 (7) 2021 13 (31) Residence (province) Connacht, Ireland 8 (19) Leinster, Ireland 20 (48) Munster, Ireland 9 (21) Ulster, Ireland 4 (10) Overseas 1 (2) Placement experience Completed placement 37 (88) Did not complete placement 5 (12) Education BSc (Hons) Human Nutrition 16 (38) BSc (Hons) Public Health Nutrition 6 (14) BSc (Hons) Nutritional Sciences 4 (10) BSc (Hons) Nutrition and Health Science 7 (17) BSc (Hons) Nutraceuticals in Health and Nutrition 1 (2) BSc (Hons) + MSc in Nutrition 6 (14) BSc (Hons) + PhD in Nutrition 2 (5) Graduates currently studying Not currently studying 30 (71) Master of Nutrition 6 (14) PhD in Nutrition 5 (12) Other 1 (2) Current employment status Employed – full-time 27 (64) Employed – part-time 7 (17) Unemployed/seeking work 8 (19) Main area of employment since graduating Food industry 12 (29) Research 8 (19) Administration 2 (5) Academia 2 (5) Self-employed/freelance nutrition 2 (5) Performance nutritionist 2 (5) Other 8 (19) Unemployed/seeking work 6 (14) 1 Currently studying: Undergraduate (1) 2 Other area of employment: Regional project manager (1), health promotion (1), science communications (1), physician associate (1), toxicologist (1), scientific writer in pharmaceuticals (1), accountancy (1), clinical assistant (1) Table 3 . Mentions of the ‘CareerEDGE - Key to Employability’ model components by frequency. Capital Explanation of component Total n (%) Example Quote Experience Experience gained in work and life settings 42 (100) “working as a waitress and then when I was in my second year of college then I was working in retail. So I feel that working with people a lot that helped me improve my communication skills and kind of helped me improve my teamwork skills” (I021F2021) “during the summer I actually went and volunteered abroad on a health promotion project. Yeah, in India for three weeks. And so I think that's definitely something that looks really well on my CV I think” (I031F2020) “I think that actually holds me back now like I wish I did outreach or some kind of committee work but I didn't so that’s just the way it is” (I023F2018) Degree Subject knowledge, understanding and skills 39 (93) “but I think it, I always know that I have this knowledge. I have this evidence-based knowledge and it's the best evidence that there is out there.” (I001F2019) “nutrition it's all about human beings and health, and that's always going to be around. People are always going to need help like and advice and all that. It's not going away, so it's a good degree” (I017F2021) “coming from a science background I’d always take that into consideration which I thought was a really good skill to have in that work environment, cause you know yourself there’s a lot of mixed views on supplements and it’s a whole different ball game. So it was nice to provide that to people that were coming and give a bit of a science background to it, and then knowing that I was studying nutrition it gave them a real good confidence in me that what I was advising was maybe the correct thing” (I031F2020) Generic Skills Transferable skills for use across a range of contexts 37 (88) “Used to working with people, used to commitment and discipline and time keeping and mindset. An actual like winning mindset in terms of like the job isn't finished until it's fully done and closed out. Also used to probably training people” (I024M2017) “Again, those transferable skills that you can bring into any role you know, like communication, being organized. You know your time, management things like that. Those are like important for any role.” (I039F2019) Emotional Intelligence Capacity for recognising and managing emotions within ourselves and in our relationships 12 (29) “It's weird 'cause you get those weird scenarios that are very uncomfortable. You know, like like sexism and things like that, and because there was a gym there as well and there's a few lads that were a bit weird like and I'd have had to deal with that. It's a very difficult topic like so I suppose. That kind of stuff helps a lot with like conflict management in the long run as well when you go into your full time job.” (I004M2021) “felt like that kind of spurred me on to be like OK you need to if you're serious about this and you want to kind of get somewhere in this nutrition environment, you're going to be doing a lot of interviews, so you need to kind of get prepared.” (I038F2017) Career Development Learning Activities and guidance to support students with the transfer from student to working professional 21 (50) “I realized I really had a lot to work on in terms of like communicating within interviews. Am so I got in touch with my career guidance teacher from secondary school and I was like, can you just give me like some interview skills or like talk me through some of the tips that I need for interviews.” (I038F2017) “I actually signed up to a platform as well in the UK it's called ‘Supporting Champions’...they do like practitioner courses, and they do mock interviews and and there's a forum on there for people to just ask questions and stuff like that. That really helped me to be honest, like it's the first time I really came across not being on my own and sort of having someone to to go to and sort of give you a bit of guidance and a bit of tips. It is a paid for platform, but it's it's well worth it” (I030F2017) Reflection and Evaluation Opportunity to engage in personal development planning 5 (12) “used to being self-critical in in the right way now. Like in terms of I'm used to understanding that OK, I didn't play well, here's how I improve, you know” (I024M2017) Self-efficacy/ self-esteem/ self-confidence Personal beliefs and view of oneself 10 (24) “looking back to like how I performed my interviews in college versus like now so that was obviously based on like having the masters as well under my belt gave me that extra edge and confidence.” (I036F2019) “at the start when I was applying for jobs there was a few roles I was like hmm I don't know if I would actually be able to do that, but this was one of the ones where I knew I could do everything they wanted. I was confident in like my abilities for that job” (I013F2021) All components of the CareerEDGE model were identified in the data. Experience, degree, and generic skills were recognised as the components with the greatest impact on job outcomes and performance. Exemplar quotes relating to these themes can be seen in Table 3. Experience All participants referenced experience as an influential factor in their journey to employment. These references were reflected both work experience in professional workplace settings and life experience. Many reflected on the knowledge, skills and insight gained during the placement completed during their degree discussing the value this experience provided in terms of setting realistic expectations for entering the workforce, allowing for likes and dislikes of different roles and workplace environments to be established. Reflections on placement experiences also centred around the value gained in setting up graduates for certain roles and opportunities upon graduation. For instance, pursuing a similar role with a company, or applying their practical experience conducting research to becoming a PhD candidate or member of a research team. “I think the fact that I had gotten a lot of experience from that placement put me at really high, like a really high standard there for applying for the PhD” (I007F2018) A resounding point of reflection reported by graduates was the importance of gaining experience in multiple different fields and roles to establish your preferences and set boundaries for career goals. Gaining experience in many different job positions was also posed as beneficial for expanding professional and personal perspectives and make the graduate a more rounded and attractive employee. “I think it's better if you get experience in different fields. You (a) get to find out what you definitely don't like and what you definitely do like, and (b) it makes you a bit more of a rounded person because you have different experiences as opposed to like in depth experience about this one small niche thing that you might have done.” (I006F2021) Alongside professional experience gained in degree-related roles, the value of general work (part-time or full-time) and voluntary experience was also highlighted. Graduates discussed the benefits of pursuing voluntary work opportunities as broadening perspectives and providing a chance to further develop their skillset, particularly their soft skills such as communication and teamwork. Participants who did not embrace these opportunities expressed regret at the perceived loss of possible skill enhancement and career development. Degree The knowledge, understanding and skills developed during their nutrition science degrees was a regular discussion point with participants. Graduates reflected proudly on the evidence-based knowledge and practical skillset they acquired during their time as a student and believed strongly that it was the “best evidence out there”. The degrees they graduated with were seen as valuable for setting them up to work in the field of nutrition and provide scientific evidence-based information and advice to individuals and groups with nutrition concerns. Being able to tell those they were working with that they graduated from a nutrition science degree course was reported as a positive experience and bolstered both their own confidence and the confidence of the person interacting with them in their abilities and knowledge. Generic Skills Generic, or ‘soft’, skills were highlighted by many of the graduates as influential for success in their past and current employment roles. These generic skills reported during discussions included communication skills, ability to work with different people and groups, teamwork and leadership skills, organisational skills and time management. Developing interpersonal skills was mentioned as particularly important for working in the nutrition field due to the people-based nature of the majority of career paths in the field. Graduates discussed the value in being able to read and interpret social signals and know how to communicate with different people as integral for effective nutrition interventions and imparting important nutrition messages to groups. Work ethic was also mentioned by participants as an influential factor in career development. Many of the graduates discussed working in roles where they worked independently on the majority of their tasks and had individual responsibilities. A strong work ethic played a role in these situations ensuring graduates met and exceeded their tasks, whilst maintaining a focus on continual learning for their professional careers and personal development. “ work ethic that was instilled in me throughout my time in my undergrad degree very much then translated into my post postgraduate degree where I wanted to learn and I wanted to take in as much information as possible so that I felt like I was prepared ” (I007F2018) Career Developmental Learning Half of participants reported interacting with career development guidance supports and resources as a factor in their employment success. Guidance was sought from career guidance counsellors, professional support forums, and professional networks. Guidance was sought from professionals on job applications, interview performance tips and practice, and career development opportunities. Participants reflected positively on the support available and willingly offered on professional network forums by peers in the field. The ability to chat with these professional peers about career concerns and queries provided graduates with a sense of community and support as they embarked on their career journeys. Emotional Intelligence Considered to be the capacity for recognising and managing emotions within ourselves and in relationships, emotional intelligence was discussed by participants with respect to certain scenarios they had encountered during their experiences pre- and post-graduation. In regard to the personal aspect of emotional intelligence, a graduate reflected on their motivations for pursuing a career in nutrition and the opportunities and challenges they’d encountered along their employment journey. The graduate identified a moment of clarity they experienced during an intense interview process where they felt out of their depth and conscious of their competition in the room listening to their answers. The graduate used the challenging experience to positively reflect on what next steps they could take to increase their future chances of success and strengthen their areas of perceived weakness to ensure that the next time they encountered a similar situation they were not caught unprepared. Another graduate recalled a situation at work where they had to manage the emotions of others in their work environment to reduce the chances of an emotional situation from escalating and causing adverse outcomes to those present. The graduate reflected on how the experience taught them about conflict management and how to manage both their own and others’ emotions in uncomfortable and stressful situations. Additional Components of the Career Edge Model As seen in Table 19, few graduates mentioned engaging in personal reflection and evaluation or discussed their own personal beliefs and views of oneself as factors of influence on their employment journeys. Graduates who did discuss these components discussed the role self-confidence played in applying for job opportunities and enhancing their performance in job interviews. Discussion This study aimed to identify factors influencing Irish nutrition graduates’ employability. Additionally, the analysis approach sought to investigate the applicability of the CareerEDGE model as a tool for developing graduate employability and identifying areas for enhancement to strengthen nutrition graduates’ employment prospects (Dacre Pool and Sewell, 2007 ). The overall strong positive reflections expressed by graduates with respect to three of the main model components: Experience, Degree, and Generic Skills highlights their integral role in setting up Irish nutrition graduates for success in the workforce. The data show that to further bolster Irish graduates’ employability, emphasis should be placed on improving the other model components: Career Development Learning, Emotional Intelligence, Reflection and Evaluation, and Self-Efficacy/-Confidence/-Esteem. Unsurprisingly, all graduates mentioned the benefits of acquiring experience in preparing them for work and increasing their chances of securing employment. Work experience related to career goals, such as placement and work-integrated learning, was perceived to be beneficial and conducive to the development of employability skills. This finding is consistent with the documented benefits of placement experiences which includes the opportunity to practice disciplinary knowledge, increased capabilities, work-readiness, and self-confidence. It is also consistent with the importance that graduates attach to it (Smith and Worsfold, 2013 ). The results of this study agree with the findings from a scoping review by Leadbeatter et al. ( 2023 ) researching employability in health professional education. The scoping review reported that when it came to applying for and securing employment, both professional work- experience, such as a work-placement, and life experience from involvement in voluntary experiences, clubs and societies, or part-time work were seen as beneficial by employees to showcase skills development and characteristics of an individual. Outside of technical expertise and knowledge required for employment in the nutrition field, employers expressed a desire for prospective employees who have developed their soft skills including communication, time management, and teamwork (Leadbeatter et al., 2023 ). The general lack of graduates expressing personal introspection, self-confidence, and self-esteem as factors influencing their work performance was highly enlightening. Reflection is an integral component of most healthcare degrees (Mantzourani, 2019). The nutrition profession encourages lots of reflection and evaluation throughout education and professional practice, particularly around CPD and being aware of our competency levels and seeking out opportunities to upskill in areas where we have noted a deficiency or lack of knowledge. The lack of personal reflections by graduates highlights a possible gap in current teaching and training practices and a need for reflective practice to be more heavily emphasised in nutrition science programmes going forward. Of the graduates who did discuss these components, the role self-confidence played in applying for opportunities and enhancing their performance in interviews was discussed. These graduates also spent time reflecting on their performance after every interview or work experience opportunity, taking time to note what went well, what could have gone better, and devising a strategy to overcome or eliminate those barriers in the future. This evaluation allowed graduates to identify areas for improvement and growth. Reflection and evaluation of experiences can also help graduates build resilience by taking lessons from each experience and applying them to the next situation, allowing graduates to better prepare for the next opportunity and increase their chances of success (Dacre Pool, 2020 ). This research sought to address the significant gap in the literature regarding the post-graduation experiences of Irish nutrition graduates. Through a detailed examination of their employment journeys and the factors influencing their success, the valuable insights in this study have the potential to contribute to support the ongoing development of the nutrition profession in Ireland. Limitations The sample was large and diverse, supporting the credibility of the findings. However, despite the sample including diverse experiences of graduates, the findings may not be transferable outside of the Irish context. This study included participants who graduated from the end of 2019 onwards that likely would have been impacted by the COVID-19 pandemic when searching for employment. This may explain the difficulty experienced by some of our participants in securing work. Despite this limitation, the individuals who completed their studies before the pandemic expressed comparable difficulties in finding employment as a graduate, suggesting that these issues have probably been intensified rather than generated by COVID-19. Limitations were observed in the “CareerEDGE – Key to Employability” model during application of the model to our findings. The model is individualistic and does not consider the broader cultural and economic context in which graduates operate. For example, economic downturns or shifts in industries can significantly affect graduates' job prospects. The inclusion of an additional component on ‘Cultural Intelligence’ has been recognised as a key consideration for modernisation of the model to reflect modern labour market needs (Darce Pool, 2020). However, it has been useful in identifying targets for education development to support employment and employability of Irish nutrition science graduates. Conclusion Irish nutrition graduates recognise the importance of experience, degree knowledge and skills, generic skills development as influential in employability. However, career development learning opportunities provided pre- and post-graduation should be explored further to identify areas for improvement to better support graduates entering the workforce. Additionally, emotional intelligence and resilience warrant further research to explore how to ensure their development in graduates and enhance employability outcomes. A stronger emphasis on reflective practice in nutrition science education curricula could potentially aid in the development of these. Overall, this study highlights the need for further research, consideration, and development of employability through in nutrition science education. Declarations Author Contribution Authors SOD and LR conceptualised the study. SOD conducted the interviews and initiated the data analysis. All authors supported evidence synthesis, the identification of themes, and were involved in manuscript preparation. References Academy of Nutrition and Dietetics. (2018) ‘Revised 2017 scope of practice for the nutrition and dietetics technician, registered’. Journal of the Academy of Nutrition & Dietetics , 118(2), 327-342. doi:10.1016/j.jand.2017.10.005 AfN. (2012) Competency requirements for registered nutritionist registration . Available at: https://www.associationfornutrition.org/wp-content/uploads/2020/06/COMPETENCY-REQUIREMENTS-FOR-REGISTERED-NUTRITIONIST-REGISTRATION-2019.pdf (Accessed May 2020) AfN (no date) About AfN . Available at: https://www.associationfornutrition.org/ (Accessed February 2023) Burgess, A., van Diggele, C. and Mellis, C. (2018) ‘Mentorship in the health professions: a review’, Clin Teach , 15: 197-202. doi:10.1111/tct.12756 Cao, J. and Hamori, M. (2022) ‘Adapting careers to the COVID crisis: The impact of the pandemic on employees' career orientations’, Journal of Vocational Behaviour , 139:103789. doi:10.1016/j.jvb.2022.103789. Creswell, JW. (2007) Qualitative inquiry and research design: Choosing among five approaches, (2nd ed.). Sage Publications, Inc. Dacre Pool, L. (2020) ‘Revisiting the CareerEDGE model of graduate employability’, Journal of the National Institute for Career Education and Counselling , Vol. 44, pp. 51-56, doi:10.20856/jnicec.4408. Dacre Pool, L. and Sewell, P. (2007) ‘The key to employability: developing a practical model of graduate employability’, Education + Training , Vol. 49 No. 4, pp. 277-289. doi:10.1108/00400910710754435 Department of Health (2024) Health in Ireland Key Trends 2023, Gov.ie. Available at: https://www.gov.ie/en/publication/ccc4b-health-in-ireland-key-trends-2023/ (Accessed March 2024) European Commission, et al. (2017) ‘European framework for the digital competence of educators: DigCompEdu’. Publications Office. Available at: https://data.europa.eu/doi/10.2760/159770 Haggard, DL. et al. (2011) ‘Who Is a Mentor? A Review of Evolving Definitions and Implications for Research’, Journal of Management , 37(1), 280-304. doi:10.1177/0149206310386227 Leadbeatter, D., Nanayakkara, S., Zhou, X., & Gao, J. (2023). Employability in health professional education: a scoping review. BMC medical education , 23(1), 33. https://doi.org/10.1186/s12909-022-03913-7 Malterud, K., Siersma, VD., & Guassora, AD. (2016) ‘Sample Size in Qualitative Interview Studies: Guided by Information Power’, Qualitative Health Research, 26(13), 1753–1760. doi:10.1177/1049732315617444 Mantzourani, E., Desselle, S., Le, J., Lonie, J. M., & Lucas, C. (2019), ‘The role of reflective practice in healthcare professions: Next steps for pharmacy education and practice’, Research in social & administrative pharmacy : RSAP , 15(12), 1476–1479. doi:10.1016/j.sapharm.2019.03.011 Murray, E., et al. (2020) ‘Employability initiatives in undergraduate education and application to human nutrition: A scoping review’, Journal of Teaching and Learning for Graduate Employability, 11(1), 63–80. Ntinda, K. (2018) Narrative Research . In: Liamputtong P, editor. Handbook of Research Methods in Health Social Sciences. Singapore: Springer Singapore, p. 1-13. O’Donovan, S. et al. (2022) ‘Current challenges faced by qualified Nutritionists in Ireland’, Proceedings of the Nutrition Society , 81(OCE4), p. E98. doi:10.1017/S0029665122001276. Opoku, EN., Khuabi, LJ., and Van Niekerk, L. (2021) ‘Exploring the factors that affect the transition from student to health professional: an Integrative review’, BMC Medical Education , 21, 558. doi:10.1186/s12909-021-02978-0 Rinfret, SR., Young, SL., and McDonald, BD. (2023) ‘The importance of mentorship in higher education: An introduction to the symposium’, Journal of Public Affairs Education , 29(4), 398–403. doi:10.1080/15236803.2023.2260947. Shan, J. et al. (2021) ‘Effects of cultural intelligence on multicultural team effectiveness: The chain mediation role of common ingroup identity and communication quality’, Journal of Theoretical Social Psychology , 5, 519–529. doi:10.1002/jts5.115 Smith, C., & Worsfold, K. (2013). Unpacking the learning–work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula. Studies in Higher Education , 40(1), 22–42. https://doi.org/10.1080/03075079.2013.806456 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4939052","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":349665018,"identity":"7b3927c1-adc1-47f1-b0f6-f78ddb2e5715","order_by":0,"name":"Sarah O'Donovan","email":"","orcid":"","institution":"Atlantic Technological University","correspondingAuthor":false,"prefix":"","firstName":"Sarah","middleName":"","lastName":"O'Donovan","suffix":""},{"id":349665019,"identity":"d72212c7-c15c-4e10-b59c-0f34c595f02f","order_by":1,"name":"Lisa Ryan","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAwklEQVRIiWNgGAWjYBACPmYYi70BREoQ1sIG18JzgLGBOC1wlkQCYwNRDmNjZ3/4gXHPYXlzycfPH/MwWMgR4TAeYwmGZ4cNd85OM2zmYZAwJkYL0P0HDjNuuJ0A1pJI0HVszOyPfwC12G+4efwjSEs9EVoYzEC2JG64wQO2JYEYh5lZJBxIT95wJqdw5hwDCUOCtvDzH39848MBa9sNx49v+PCmok6eoC1gkMDQDGUZEKcBBOqIVzoKRsEoGAUjDwAAc8s1HGZ6rqMAAAAASUVORK5CYII=","orcid":"","institution":"Atlantic Technological University","correspondingAuthor":true,"prefix":"","firstName":"Lisa","middleName":"","lastName":"Ryan","suffix":""}],"badges":[],"createdAt":"2024-08-19 13:44:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4939052/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4939052/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":72554561,"identity":"195edfcd-28be-46ed-b857-b96b2ac9bb00","added_by":"auto","created_at":"2024-12-29 16:01:29","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":544493,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4939052/v1/c2fe3fb6-a9fd-4786-946e-24d6f485fdd9.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Employability of Irish nutrition science graduates – a qualitative exploration of graduates’ experiences","fulltext":[{"header":"Introduction","content":"\u003cp\u003eThe discipline of nutrition has evolved significantly over recent decades, necessitating a workforce that is not only well-educated but also adaptable and competent in a diverse set of skills. In Ireland, the demand for qualified nutritionists has been driven by increasing public awareness of health and wellness, alongside policy shifts emphasizing preventive healthcare measures (Department of Health, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; O\u0026rsquo;Donovan, Palermo, and Ryan, 2022). Although academic programmes in nutrition have expanded, there is still a lack of research that specifically examines the career paths of nutrition graduates in Ireland.\u003c/p\u003e \u003cp\u003eGraduates of nutrition programmes are expected to possess a strong knowledge base in nutritional science, practical skills for dietary assessment and intervention, and the ability to communicate effectively with diverse audiences (Academy of Nutrition and Dietetics, 2017). However, the transition from academic training to professional practice can present numerous challenges. These include navigating a competitive job market, meeting professional accreditation requirements, and acquiring on-the-job experience that may not have been fully covered in academic settings (Opoku, Khuabi, and Van Niekerk, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). A 2021 integrated study of the transition from student to professional practice in allied health professions as a healthcare professional identified numerous barriers and suggested coping methods to mitigate the difficulties that graduates may encounter. Opoku, Khuabi, and Van Niekerk (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) emphasised the importance of accessible support systems and the cultivation of strong professional relationships to provide mentoring and peer support to new healthcare professionals. These elements are crucial in helping them navigate the transition and feel accepted and recognised in their new role. Furthermore, external factors such as economic conditions, health policies, global pandemics, and emerging trends in public health nutrition can significantly influence career opportunities and pathways (Cao and Hamori, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePrevious studies have highlighted several key factors that influence the employment outcomes of nutrition graduates. For instance, practical experience gained through placements and volunteering experiences have been shown to be critical in developing practical and generic skills, exposing students to the new career opportunities, and enhancing employability (Murray et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Additionally, professional networking and mentorship have been identified as important supports that can help graduates navigate their early careers (Haggard et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Rinfret, Young, and MacDonald, 2023). However, these studies are largely based on data from the United States and Australia, contexts that differ from the Irish situation in terms of healthcare infrastructure, educational frameworks, and market demand for nutrition professionals.\u003c/p\u003e \u003cp\u003eExamining the correlation between the employability of nutrition science graduates and the theoretical models of employability can lead to a more thorough comprehension of the elements that influence successful job outcomes. The \"CareerEDGE - Key to Employability\" model, developed by Pool and Sewell (2007), is a meso-theory that enables students to develop their employability and pinpoint opportunities for enhancement based on five crucial components: Experience, Degree Subject Knowledge, Generic Skills, Emotional Intelligence, and Career Development Learning. The model is valuable for exploring graduates' employment outcomes due to its holistic approach aligning educational objectives with employer expectations, emphasizing the importance of both hard and soft skills. By providing a framework for empirical studies and guiding educational institutions in curriculum design, the \u0026ldquo;CareerEDGE\u0026rdquo; model helps ensure that graduates are well-prepared for the job market, ultimately enhancing their employability and career success. To date, the \u0026ldquo;CareerEDGE\u0026rdquo; model has not been applied to understand nutrition science graduate employability and factors influencing employability.\u003c/p\u003e \u003cp\u003eUnderstanding the employment experiences of nutrition graduates is not only essential for academic institutions aiming to improve curriculum and student-centred support services but also for policymakers and professional bodies striving to enhance the nutrition workforce. By identifying the critical factors that foster professional success, this research can inform strategies to better prepare future nutritionists for the dynamic and evolving demands of the healthcare sector in Ireland. This study aimed to explore the factors influencing employability of Irish nutrition graduates.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eIn this study, we adopted an interpretive methodology, which posits that meaning is created through the social interactions between participants and researchers. Furthermore, the \u0026ldquo;CareerEDGE - Key to Employability\u0026rdquo; model was utilised to aid in the interpretation of the findings. For this Irish focused approach to the graduate data the composition of our study team included a proficient nutrition science researcher (LR), and one novice nutrition researcher with training in qualitative research (SOD).\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eParticipants\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eThe study was conducted with graduates from Ireland. Participants were eligible for inclusion if they had graduated from an honours-level nutrition science degree between 2015 to 2021, and had not studied, nor were enrolled to study dietetics. Participants included in this study had completed a degree from one of the eight Higher Education Institutions in Ireland offering a nutrition science degree. All degrees were accredited or in the process of seeking accreditation with the Association for Nutrition (AfN), an independent regulator of nutritionists in the UK who provide voluntary individual and degree accreditation using a system based on core competency areas and set standards for training and education (AfN, 2012; Association for Nutrition, n.d.). The concept of information power underpinned the maximum variation sampling technique. Despite the strong theoretical foundation of the topic of the study, high quality of discussions, and framework analysis strategy, given the broad aim of the study and sample specificity a moderate sample size was deemed adequate (Malterud, Siersma, and Guassora, 2016). Researchers aimed to recruit at least 40 participants with diverse employment backgrounds and experiences.\u003c/p\u003e\n\u003cp\u003eParticipants were initially recruited via a promotional post on LinkedIn, and then to support the achievement of maximum variation, eligible individuals were contacted via personal LinkedIn messages. Those interested were prompted to complete an expression of interest form. The form, which was identical across both groups, asked for the participant\u0026apos;s full name, email address, the university at which they completed their undergraduate degree, year of study completion, and whether they had completed or were currently enrolled in dietetics. Fifty-two Irish nutrition graduates responded to the initial posts, of which forty-three met the eligibility criteria, and twenty-eight participated in an interview (four withdrew prior to the interview citing lack of time, and 11 did not respond to the follow-up email). An additional twenty participants were purposefully messaged by SOD to increase the sample size and fourteen responded and consented to participate. At the end of data collection from this recruitment, researchers decided to stop any further recruitment as a range of graduate employment and employability experiences were captured.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eInterview Protocol\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eThe use of narrative interviews allowed participants to tell in-depth tales of their experiences in chronological order, from their time as students to their entry into the workforce to their current position as professionals (Creswell, 2007; Ntinda, 2018). This was one of the main reasons narrative interviews were chosen for data collection. All of the interviews took place using MS Teams, with the exception of one where the participant preferred to use Zoom. A semi-structured interview question guide was devised, focussing on three specific time periods: prior to graduation (including any time spent on placement), shortly after graduation, and the present, as a professional (Table 1). Each interview lasted between 30 and 100 min (M =48.90 min, SD = 15.10 min) in duration and was transcribed verbatim. Participants were given a \u0026euro;20 One4All voucher to compensate for their time.\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was received from the [removed for blind peer review] Research Ethics Committee (RSC_AC_21112021).\u0026nbsp;Verbal informed consent was obtained from all subjects and formally recorded.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eData Analysis\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eData were narratively analysed in two stages, where the focus of the analysis was on the description of participants\u0026apos; stories of employment and employability. The foundation coding framework from Study 6, categorising the data into groups was utilised in the initial phase of this analysis. This initial stage allowed an in-depth interpretation of the Irish dataset only to facilitate discussions and analysis of the data against the \u0026lsquo;CareerEDGE - Key to Employability\u0026rsquo; model. Second, the data were then deductively coded against the five critical components (Experience, Degree Subject Knowledge, Generic Skills, Emotional Intelligence, and Career Development Learning) and the patterns and frequency of codes against each component in the model noted to identify the essential aspects for employability. The analysis was further supported in the write up through multiple participant quotes to expand upon our understanding of the participants\u0026rsquo; experiences and illustrate the CareerEDGE model components.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e1\u003c/strong\u003e. Interview guide exploring Irish nutrition science graduates\u0026rsquo; experiences of employment and employability.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.3044925124792%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTime point\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"31.44758735440932%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNarrative prompt\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"51.24792013311148%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eExample questions for participant\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.3044925124792%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eBefore graduation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"31.44758735440932%\" valign=\"top\"\u003e\n \u003cp\u003ePrompt the participant to recount their story of entering nutrition study, including their highlights, lowlights, mentors and any extra or co-curricular endeavours.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"51.24792013311148%\" valign=\"top\"\u003e\n \u003cp\u003eWhy did you decide to study nutrition?\u003c/p\u003e\n \u003cp\u003eWhat did you intend to do with your degree, in terms of employment?\u003c/p\u003e\n \u003cp\u003eWhat were the highlights and lowlights of your time as a student?\u003c/p\u003e\n \u003cp\u003eDid you do placement / research unit or electives in third year? Expand on your experience.\u003c/p\u003e\n \u003cp\u003eDid you do anything outside your studies (part time work, extra/co-curricular activities?)\u003c/p\u003e\n \u003cp\u003eIs there anything you can think of that enhanced your employability?\u003c/p\u003e\n \u003cp\u003eDid you have any mentors as a student that guided your entry into the workforce?\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.3044925124792%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eImmediately after graduation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"31.44758735440932%\" valign=\"top\"\u003e\n \u003cp\u003ePrompt the participant to recount their story as a Bachelor of Nutrition Science graduate, including considerations about further study, job-seeking, and perceptions of preparedness.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"51.24792013311148%\" valign=\"top\"\u003e\n \u003cp\u003eTalk me through what happened once you finished your degree.\u003c/p\u003e\n \u003cp\u003eWhy do you think you got the graduate role you have?\u003c/p\u003e\n \u003cp\u003eWhich aspects, if any, of your nutrition degree do you use in your current role?\u003c/p\u003e\n \u003cp\u003eDid you consider further study pathways?\u003c/p\u003e\n \u003cp\u003eWhat was the job seeking experience like for you?\u003c/p\u003e\n \u003cp\u003eHow prepared did you feel to enter the workforce?\u003c/p\u003e\n \u003cp\u003eWalk me through a day in your life in the current job you are in.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"17.3044925124792%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNow, as a professional\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"31.44758735440932%\" valign=\"top\"\u003e\n \u003cp\u003ePrompt the participant to recount their story as a professional, including their current working arrangements, professional identity and future plans.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"51.24792013311148%\" valign=\"top\"\u003e\n \u003cp\u003eNow that you are working as a nutrition science graduate, what does it mean to you to be a nutrition professional?\u003c/p\u003e\n \u003cp\u003eTell me about a specific time when you felt like a nutrition professional.\u003c/p\u003e\n \u003cp\u003eDo you feel a sense of professional identity, that is, a sense of professional belonging in the nutrition field?\u003c/p\u003e\n \u003cp\u003eWhat are your future plans?\u003c/p\u003e\n \u003cp\u003eWhat advice would you give to students about to enter the first year of their nutrition degree?\u003c/p\u003e\n \u003cp\u003eWhat advice would you give to a new grad about to enter the job market?\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Results","content":"\u003cp\u003eForty-two nutrition science graduates in Ireland participated in this study. Most participants were female (93%), completed a placement experience during their degree (88%), and were currently in full-time employment (64%) at the time of the study (Table 2).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Characteristics of Irish nutrition science graduates (n=42) interviewed.\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"576\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAttribute\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eIrish participants n (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eGender\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e39 (93)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eMale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e3 (7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eYear of graduation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e2015\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e1 (2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e2016\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e6 (14)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e2017\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e5 (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e2018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e7 (17)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e2019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e7 (17)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e2020\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e3 (7)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003e2021\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e13 (31)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eResidence (province)\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eConnacht, Ireland\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e8 (19)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eLeinster, Ireland\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e20 (48)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eMunster, Ireland\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e9 (21)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eUlster, Ireland\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e4 (10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eOverseas\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e1 (2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003ePlacement experience\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eCompleted placement\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e37 (88)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eDid not complete placement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e5 (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eEducation\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eBSc (Hons) Human Nutrition\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e16 (38)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eBSc (Hons) Public Health Nutrition\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e6 (14)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eBSc (Hons) Nutritional Sciences\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e4 (10)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eBSc (Hons) Nutrition and Health Science\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e7 (17)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eBSc (Hons) Nutraceuticals in Health and Nutrition\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e1 (2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eBSc (Hons) + MSc in Nutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e6 (14)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eBSc (Hons) + PhD in Nutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e2 (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eGraduates currently studying\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eNot currently studying\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e30 (71)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eMaster of Nutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e6 (14)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003ePhD in Nutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e5 (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e1 (2)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCurrent employment status\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eEmployed \u0026ndash; full-time\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e27 (64)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eEmployed \u0026ndash; part-time\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e7 (17)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eUnemployed/seeking work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e8 (19)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eMain area of employment since graduating\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eFood industry\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e12 (29)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eResearch\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e8 (19)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eAdministration\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e2 (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eAcademia\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e2 (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eSelf-employed/freelance nutrition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e2 (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003ePerformance nutritionist\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e2 (5)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e8 (19)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"49.13194444444444%\" valign=\"top\"\u003e\n \u003cp\u003eUnemployed/seeking work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50.86805555555556%\" valign=\"top\"\u003e\n \u003cp\u003e6 (14)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"100%\" colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003csup\u003e1\u003c/sup\u003eCurrently studying: Undergraduate (1)\u003c/p\u003e\n \u003cp\u003e\u003csup\u003e2\u003c/sup\u003eOther area of employment: Regional project manager (1), health promotion (1), science communications (1), physician associate (1), toxicologist (1), scientific writer in pharmaceuticals (1), accountancy (1), clinical assistant (1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Mentions of the \u0026lsquo;CareerEDGE - Key to Employability\u0026rsquo; model components by frequency.\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"648\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCapital\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eExplanation of component\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003en (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eExample Quote\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eExperience\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003eExperience gained in work and life settings\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e42 (100)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026ldquo;working as a waitress and then when I was in my second year of college then I was working in retail. So I feel that working with people a lot that helped me improve my communication skills and kind of helped me improve my teamwork skills\u0026rdquo; (I021F2021)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;during the summer I actually went and volunteered abroad on a health promotion project. Yeah, in India for three weeks. And so I think that\u0026apos;s definitely something that looks really well on my CV I think\u0026rdquo; (I031F2020)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;I think that actually holds me back now like I wish I did outreach or some kind of committee work but I didn\u0026apos;t so that\u0026rsquo;s just the way it is\u0026rdquo; (I023F2018)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eDegree\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003eSubject knowledge, understanding and skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e39 (93)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026ldquo;but I think it, I always know that I have this knowledge. I have this evidence-based knowledge and it\u0026apos;s the best evidence that there is out there.\u0026rdquo; (I001F2019)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;nutrition it\u0026apos;s all about human beings and health, and that\u0026apos;s always going to be around. People are always going to need help like and advice and all that. It\u0026apos;s not going away, so it\u0026apos;s a good degree\u0026rdquo; (I017F2021)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;coming from a science background I\u0026rsquo;d always take that into consideration which I thought was a really good skill to have in that work environment, cause you know yourself there\u0026rsquo;s a lot of mixed views on supplements and it\u0026rsquo;s a whole different ball game. So it was nice to provide that to people that were coming and give a bit of a science background to it, and then knowing that I was studying nutrition it gave them a real good confidence in me that what I was advising was maybe the correct thing\u0026rdquo; (I031F2020)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eGeneric Skills\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003eTransferable skills for use across a range of contexts\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e37 (88)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026ldquo;Used to working with people, used to commitment and discipline and time keeping and mindset. An actual like winning mindset in terms of like the job isn\u0026apos;t finished until it\u0026apos;s fully done and closed out. Also used to probably training people\u0026rdquo; (I024M2017)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;Again, those transferable skills that you can bring into any role you know, like communication, being organized. You know your time, management things like that. Those are like important for any role.\u0026rdquo; (I039F2019)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmotional Intelligence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003eCapacity for recognising and managing emotions within ourselves and in our relationships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e12 (29)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026ldquo;It\u0026apos;s weird \u0026apos;cause you get those weird scenarios that are very uncomfortable. You know, like like sexism and things like that, and because there was a gym there as well and there\u0026apos;s a few lads that were a bit weird like and I\u0026apos;d have had to deal with that. It\u0026apos;s a very difficult topic like so I suppose. That kind of stuff helps a lot with like conflict management in the long run as well when you go into your full time job.\u0026rdquo; (I004M2021)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;felt like that kind of spurred me on to be like OK you need to if you\u0026apos;re serious about this and you want to kind of get somewhere in this nutrition environment, you\u0026apos;re going to be doing a lot of interviews, so you need to kind of get prepared.\u0026rdquo; (I038F2017)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eCareer Development Learning\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003eActivities and guidance to support students with the transfer from student to working professional\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e21 (50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026ldquo;I realized I really had a lot to work on in terms of like communicating within interviews. Am so I got in touch with my career guidance teacher from secondary school and I was like, can you just give me like some interview skills or like talk me through some of the tips that I need for interviews.\u0026rdquo; (I038F2017)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;I actually signed up to a platform as well in the UK it\u0026apos;s called \u0026lsquo;Supporting Champions\u0026rsquo;...they do like practitioner courses, and they do mock interviews and and there\u0026apos;s a forum on there for people to just ask questions and stuff like that. That really helped me to be honest, like it\u0026apos;s the first time I really came across not being on my own and sort of having someone to to go to and sort of give you a bit of guidance and a bit of tips. It is a paid for platform, but it\u0026apos;s it\u0026apos;s well worth it\u0026rdquo; (I030F2017)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eReflection and Evaluation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003eOpportunity to engage in personal development planning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e5 (12)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026ldquo;used to being self-critical in in the right way now. Like in terms of I\u0026apos;m used to understanding that OK, I didn\u0026apos;t play well, here\u0026apos;s how I improve, you know\u0026rdquo; (I024M2017)\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"16.820987654320987%\" valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-efficacy/ self-esteem/\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003eself-confidence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"27.77777777777778%\" valign=\"top\"\u003e\n \u003cp\u003ePersonal beliefs and view of oneself\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.185185185185185%\" valign=\"top\"\u003e\n \u003cp\u003e10 (24)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"45.21604938271605%\" valign=\"top\"\u003e\n \u003cp\u003e\u0026ldquo;looking back to like how I performed my interviews in college versus like now so that was obviously based on like having the masters as well under my belt gave me that extra edge and confidence.\u0026rdquo; (I036F2019)\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026ldquo;at the start when I was applying for jobs there was a few roles I was like hmm I don\u0026apos;t know if I would actually be able to do that, but this was one of the ones where I knew I could do everything they wanted. I was confident in like my abilities for that job\u0026rdquo; (I013F2021)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eAll components of the CareerEDGE model were identified in the data. Experience, degree, and generic skills were recognised as the components with the greatest impact on job outcomes and performance. Exemplar quotes relating to these themes can be seen in Table 3.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eExperience\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eAll participants referenced experience as an influential factor in their journey to employment. These references were reflected both work experience in professional workplace settings and life experience. Many reflected on the knowledge, skills and insight gained during the placement completed during their degree discussing the value this experience provided in terms of setting realistic expectations for entering the workforce, allowing for likes and dislikes of different roles and workplace environments to be established. Reflections on placement experiences also centred around the value gained in setting up graduates for certain roles and opportunities upon graduation. For instance, pursuing a similar role with a company, or applying their practical experience conducting research to becoming a PhD candidate or member of a research team.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I think the fact that I had gotten a lot of experience from that placement put me at really high, like a really high standard there for applying for the PhD\u0026rdquo; (I007F2018)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eA resounding point of reflection reported by graduates was the importance of gaining experience in multiple different fields and roles to establish your preferences and set boundaries for career goals. Gaining experience in many different job positions was also posed as beneficial for expanding professional and personal perspectives and make the graduate a more rounded and attractive employee.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;I think it\u0026apos;s better if you get experience in different fields. You (a) get to find out what you definitely don\u0026apos;t like and what you definitely do like, and (b) it makes you a bit more of a rounded person because you have different experiences as opposed to like in depth experience about this one small niche thing that you might have done.\u0026rdquo; (I006F2021)\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eAlongside professional experience gained in degree-related roles, the value of general work (part-time or full-time) and voluntary experience was also highlighted. Graduates discussed the benefits of pursuing voluntary work opportunities as broadening perspectives and providing a chance to further develop their skillset, particularly their soft skills such as communication and teamwork. Participants who did not embrace these opportunities expressed regret at the perceived loss of possible skill enhancement and career development.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eDegree\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eThe knowledge, understanding and skills developed during their nutrition science degrees was a regular discussion point with participants. Graduates reflected proudly on the evidence-based knowledge and practical skillset they acquired during their time as a student and believed strongly that it was the \u0026ldquo;best evidence out there\u0026rdquo;. The degrees they graduated with were seen as valuable for setting them up to work in the field of nutrition and provide scientific evidence-based information and advice to individuals and groups with nutrition concerns. Being able to tell those they were working with that they graduated from a nutrition science degree course was reported as a positive experience and bolstered both their own confidence and the confidence of the person interacting with them in their abilities and knowledge.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eGeneric Skills\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eGeneric, or \u0026lsquo;soft\u0026rsquo;, skills were highlighted by many of the graduates as influential for success in their past and current employment roles. These generic skills reported during discussions included communication skills, ability to work with different people and groups, teamwork and leadership skills, organisational skills and time management. Developing interpersonal skills was mentioned as particularly important for working in the nutrition field due to the people-based nature of the majority of career paths in the field. Graduates discussed the value in being able to read and interpret social signals and know how to communicate with different people as integral for effective nutrition interventions and imparting important nutrition messages to groups.\u003c/p\u003e\n\u003cp\u003eWork ethic was also mentioned by participants as an influential factor in career development. Many of the graduates discussed working in roles where they worked independently on the majority of their tasks and had individual responsibilities. A strong work ethic played a role in these situations ensuring graduates met and exceeded their tasks, whilst maintaining a focus on continual learning for their professional careers and personal development.\u003c/p\u003e\n\u003cp\u003e\u0026ldquo;\u003cem\u003ework ethic that was instilled in me throughout my time in my undergrad degree very much then translated into my post postgraduate degree where I wanted to learn and I wanted to take in as much information as possible so that I felt like I was prepared\u003c/em\u003e\u0026rdquo; (I007F2018)\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eCareer Developmental Learning\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eHalf of participants reported interacting with career development guidance supports and resources as a factor in their employment success. Guidance was sought from career guidance counsellors, professional support forums, and professional networks. Guidance was sought from professionals on job applications, interview performance tips and practice, and career development opportunities. Participants reflected positively on the support available and willingly offered on professional network forums by peers in the field. The ability to chat with these professional peers about career concerns and queries provided graduates with a sense of community and support as they embarked on their career journeys.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eEmotional Intelligence\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eConsidered to be the capacity for recognising and managing emotions within ourselves and in relationships, emotional intelligence was discussed by participants with respect to certain scenarios they had encountered during their experiences pre- and post-graduation. In regard to the personal aspect of emotional intelligence, a graduate reflected on their motivations for pursuing a career in nutrition and the opportunities and challenges they\u0026rsquo;d encountered along their employment journey. The graduate identified a moment of clarity they experienced during an intense interview process where they felt out of their depth and conscious of their competition in the room listening to their answers. The graduate used the challenging experience to positively reflect on what next steps they could take to increase their future chances of success and strengthen their areas of perceived weakness to ensure that the next time they encountered a similar situation they were not caught unprepared.\u003c/p\u003e\n\u003cp\u003eAnother graduate recalled a situation at work where they had to manage the emotions of others in their work environment to reduce the chances of an emotional situation from escalating and causing adverse outcomes to those present. The graduate reflected on how the experience taught them about conflict management and how to manage both their own and others\u0026rsquo; emotions in uncomfortable and stressful situations.\u003c/p\u003e\n\u003ch2\u003e\u003cem\u003eAdditional Components of the Career Edge Model\u003c/em\u003e\u003c/h2\u003e\n\u003cp\u003eAs seen in Table 19, few graduates mentioned engaging in personal reflection and evaluation or discussed their own personal beliefs and views of oneself as factors of influence on their employment journeys. Graduates who did discuss these components discussed the role self-confidence played in applying for job opportunities and enhancing their performance in job interviews.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study aimed to identify factors influencing Irish nutrition graduates\u0026rsquo; employability. Additionally, the analysis approach sought to investigate the applicability of the CareerEDGE model as a tool for developing graduate employability and identifying areas for enhancement to strengthen nutrition graduates\u0026rsquo; employment prospects (Dacre Pool and Sewell, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). The overall strong positive reflections expressed by graduates with respect to three of the main model components: Experience, Degree, and Generic Skills highlights their integral role in setting up Irish nutrition graduates for success in the workforce. The data show that to further bolster Irish graduates\u0026rsquo; employability, emphasis should be placed on improving the other model components: Career Development Learning, Emotional Intelligence, Reflection and Evaluation, and Self-Efficacy/-Confidence/-Esteem.\u003c/p\u003e \u003cp\u003eUnsurprisingly, all graduates mentioned the benefits of acquiring experience in preparing them for work and increasing their chances of securing employment. Work experience related to career goals, such as placement and work-integrated learning, was perceived to be beneficial and conducive to the development of employability skills. This finding is consistent with the documented benefits of placement experiences which includes the opportunity to practice disciplinary knowledge, increased capabilities, work-readiness, and self-confidence. It is also consistent with the importance that graduates attach to it (Smith and Worsfold, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe results of this study agree with the findings from a scoping review by Leadbeatter et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) researching employability in health professional education. The scoping review reported that when it came to applying for and securing employment, both professional work- experience, such as a work-placement, and life experience from involvement in voluntary experiences, clubs and societies, or part-time work were seen as beneficial by employees to showcase skills development and characteristics of an individual. Outside of technical expertise and knowledge required for employment in the nutrition field, employers expressed a desire for prospective employees who have developed their soft skills including communication, time management, and teamwork (Leadbeatter et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe general lack of graduates expressing personal introspection, self-confidence, and self-esteem as factors influencing their work performance was highly enlightening. Reflection is an integral component of most healthcare degrees (Mantzourani, 2019). The nutrition profession encourages lots of reflection and evaluation throughout education and professional practice, particularly around CPD and being aware of our competency levels and seeking out opportunities to upskill in areas where we have noted a deficiency or lack of knowledge. The lack of personal reflections by graduates highlights a possible gap in current teaching and training practices and a need for reflective practice to be more heavily emphasised in nutrition science programmes going forward. Of the graduates who did discuss these components, the role self-confidence played in applying for opportunities and enhancing their performance in interviews was discussed. These graduates also spent time reflecting on their performance after every interview or work experience opportunity, taking time to note what went well, what could have gone better, and devising a strategy to overcome or eliminate those barriers in the future. This evaluation allowed graduates to identify areas for improvement and growth. Reflection and evaluation of experiences can also help graduates build resilience by taking lessons from each experience and applying them to the next situation, allowing graduates to better prepare for the next opportunity and increase their chances of success (Dacre Pool, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis research sought to address the significant gap in the literature regarding the post-graduation experiences of Irish nutrition graduates. Through a detailed examination of their employment journeys and the factors influencing their success, the valuable insights in this study have the potential to contribute to support the ongoing development of the nutrition profession in Ireland.\u003c/p\u003e \u003cp\u003eLimitations\u003c/p\u003e \u003cp\u003eThe sample was large and diverse, supporting the credibility of the findings. However, despite the sample including diverse experiences of graduates, the findings may not be transferable outside of the Irish context. This study included participants who graduated from the end of 2019 onwards that likely would have been impacted by the COVID-19 pandemic when searching for employment. This may explain the difficulty experienced by some of our participants in securing work. Despite this limitation, the individuals who completed their studies before the pandemic expressed comparable difficulties in finding employment as a graduate, suggesting that these issues have probably been intensified rather than generated by COVID-19.\u003c/p\u003e \u003cp\u003eLimitations were observed in the \u0026ldquo;CareerEDGE \u0026ndash; Key to Employability\u0026rdquo; model during application of the model to our findings. The model is individualistic and does not consider the broader cultural and economic context in which graduates operate. For example, economic downturns or shifts in industries can significantly affect graduates' job prospects. The inclusion of an additional component on \u0026lsquo;Cultural Intelligence\u0026rsquo; has been recognised as a key consideration for modernisation of the model to reflect modern labour market needs (Darce Pool, 2020). However, it has been useful in identifying targets for education development to support employment and employability of Irish nutrition science graduates.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIrish nutrition graduates recognise the importance of experience, degree knowledge and skills, generic skills development as influential in employability. However, career development learning opportunities provided pre- and post-graduation should be explored further to identify areas for improvement to better support graduates entering the workforce. Additionally, emotional intelligence and resilience warrant further research to explore how to ensure their development in graduates and enhance employability outcomes. A stronger emphasis on reflective practice in nutrition science education curricula could potentially aid in the development of these. Overall, this study highlights the need for further research, consideration, and development of employability through in nutrition science education.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAuthors SOD and LR conceptualised the study. SOD conducted the interviews and initiated the data analysis. All authors supported evidence synthesis, the identification of themes, and were involved in manuscript preparation.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAcademy of Nutrition and Dietetics. (2018) \u0026lsquo;Revised 2017 scope of practice for the nutrition and dietetics technician, registered\u0026rsquo;. \u003cem\u003eJournal of the Academy of Nutrition \u0026amp; Dietetics\u003c/em\u003e, 118(2), 327-342. doi:10.1016/j.jand.2017.10.005\u003c/li\u003e\n \u003cli\u003eAfN. (2012) \u003cem\u003eCompetency requirements for registered nutritionist registration\u003c/em\u003e. Available at: https://www.associationfornutrition.org/wp-content/uploads/2020/06/COMPETENCY-REQUIREMENTS-FOR-REGISTERED-NUTRITIONIST-REGISTRATION-2019.pdf (Accessed May 2020)\u003c/li\u003e\n \u003cli\u003eAfN (no date) \u003cem\u003eAbout AfN\u003c/em\u003e. Available at: https://www.associationfornutrition.org/ (Accessed February 2023)\u003c/li\u003e\n \u003cli\u003eBurgess, A.,\u0026nbsp;van Diggele, C. and Mellis, C. (2018) \u0026lsquo;Mentorship in the health professions: a review\u0026rsquo;, \u003cem\u003eClin Teach\u003c/em\u003e, 15: 197-202. doi:10.1111/tct.12756\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eCao, J. and Hamori, M. (2022) \u0026lsquo;Adapting careers to the COVID crisis: The impact of the pandemic on employees\u0026apos; career orientations\u0026rsquo;, \u003cem\u003eJournal of Vocational Behaviour\u003c/em\u003e, 139:103789. doi:10.1016/j.jvb.2022.103789.\u003c/li\u003e\n \u003cli\u003eCreswell, JW. (2007) \u003cem\u003eQualitative inquiry and research design: Choosing among five approaches,\u0026nbsp;\u003c/em\u003e(2nd ed.). Sage Publications, Inc.\u003c/li\u003e\n \u003cli\u003eDacre Pool, L. (2020) \u0026lsquo;Revisiting the CareerEDGE model of graduate employability\u0026rsquo;, \u003cem\u003eJournal of the National Institute for Career Education and Counselling\u003c/em\u003e, Vol. 44, pp. 51-56, doi:10.20856/jnicec.4408.\u003c/li\u003e\n \u003cli\u003eDacre Pool, L. and Sewell, P. (2007) \u0026lsquo;The key to employability: developing a practical model of graduate employability\u0026rsquo;, \u003cem\u003eEducation + Training\u003c/em\u003e, Vol. 49 No. 4, pp. 277-289. doi:10.1108/00400910710754435\u003c/li\u003e\n \u003cli\u003eDepartment of Health\u003cem\u003e\u0026nbsp;\u003c/em\u003e(2024) \u003cem\u003eHealth in Ireland Key Trends 2023,\u003c/em\u003e Gov.ie.\u003cem\u003e\u0026nbsp; Available at:\u003c/em\u003e https://www.gov.ie/en/publication/ccc4b-health-in-ireland-key-trends-2023/ (Accessed March 2024)\u003c/li\u003e\n \u003cli\u003eEuropean Commission, \u003cem\u003eet al.\u003c/em\u003e (2017) \u0026lsquo;European framework for the digital competence of educators: DigCompEdu\u0026rsquo;. \u003cem\u003ePublications Office.\u003c/em\u003e Available at: https://data.europa.eu/doi/10.2760/159770\u003c/li\u003e\n \u003cli\u003eHaggard, DL. et al. (2011) \u0026lsquo;Who Is a Mentor? A Review of Evolving Definitions and Implications for Research\u0026rsquo;, \u003cem\u003eJournal of Management\u003c/em\u003e, 37(1), 280-304. doi:10.1177/0149206310386227\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eLeadbeatter, D., Nanayakkara, S., Zhou, X., \u0026amp; Gao, J. (2023). Employability in health professional education: a scoping review. \u003cem\u003eBMC medical education\u003c/em\u003e, 23(1), 33. https://doi.org/10.1186/s12909-022-03913-7\u003c/li\u003e\n \u003cli\u003eMalterud, K., Siersma, VD., \u0026amp; Guassora, AD. (2016) \u0026lsquo;Sample Size in Qualitative Interview Studies: Guided by Information Power\u0026rsquo;, \u003cem\u003eQualitative Health Research,\u003c/em\u003e 26(13), 1753\u0026ndash;1760. doi:10.1177/1049732315617444\u003c/li\u003e\n \u003cli\u003eMantzourani, E., Desselle, S., Le, J., Lonie, J. M., \u0026amp; Lucas, C. (2019), \u0026lsquo;The role of reflective practice in healthcare professions: Next steps for pharmacy education and practice\u0026rsquo;, \u003cem\u003eResearch in social \u0026amp; administrative pharmacy : RSAP\u003c/em\u003e, 15(12), 1476\u0026ndash;1479. doi:10.1016/j.sapharm.2019.03.011\u003c/li\u003e\n \u003cli\u003eMurray, E., \u003cem\u003eet al.\u0026nbsp;\u003c/em\u003e(2020) \u0026lsquo;Employability initiatives in undergraduate education and application to human nutrition: A scoping review\u0026rsquo;, \u003cem\u003eJournal of Teaching and Learning for Graduate Employability,\u003c/em\u003e 11(1), 63\u0026ndash;80.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eNtinda, K. (2018) \u003cem\u003eNarrative Research\u003c/em\u003e. In: Liamputtong P, editor. Handbook of Research Methods in Health Social Sciences. Singapore: Springer Singapore, p. 1-13.\u003c/li\u003e\n \u003cli\u003eO\u0026rsquo;Donovan, S. \u003cem\u003eet al.\u003c/em\u003e (2022) \u0026lsquo;Current challenges faced by qualified Nutritionists in Ireland\u0026rsquo;, \u003cem\u003eProceedings of the Nutrition Society\u003c/em\u003e, 81(OCE4), p. E98. doi:10.1017/S0029665122001276.\u003c/li\u003e\n \u003cli\u003eOpoku, EN., Khuabi, LJ., and Van Niekerk, L. (2021) \u0026lsquo;Exploring the factors that affect the transition from student to health professional: an Integrative review\u0026rsquo;, \u003cem\u003eBMC Medical Education\u003c/em\u003e,\u0026nbsp;21, 558. doi:10.1186/s12909-021-02978-0\u003c/li\u003e\n \u003cli\u003eRinfret, SR., Young, SL., and McDonald, BD. (2023) \u0026lsquo;The importance of mentorship in higher education: An introduction to the symposium\u0026rsquo;, \u003cem\u003eJournal of Public Affairs Education\u003c/em\u003e, 29(4), 398\u0026ndash;403. doi:10.1080/15236803.2023.2260947.\u003c/li\u003e\n \u003cli\u003eShan, J. \u003cem\u003eet al.\u003c/em\u003e (2021) \u0026lsquo;Effects of cultural intelligence on multicultural team effectiveness: The chain mediation role of common ingroup identity and communication quality\u0026rsquo;, \u003cem\u003eJournal of Theoretical Social Psychology\u003c/em\u003e, 5, 519\u0026ndash;529. doi:10.1002/jts5.115\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eSmith, C., \u0026amp; Worsfold, K. (2013). Unpacking the learning\u0026ndash;work nexus: \u0026lsquo;priming\u0026rsquo; as lever for high-quality learning outcomes in work-integrated learning curricula. \u003cem\u003eStudies in Higher Education\u003c/em\u003e, 40(1), 22\u0026ndash;42. https://doi.org/10.1080/03075079.2013.806456\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Nutrition graduates, Ireland, Graduate Employability, Irish Nutrition Graduate Experience","lastPublishedDoi":"10.21203/rs.3.rs-4939052/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4939052/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eNutrition program graduates possess extensive knowledge, practical skills, and effective communication, but the transition from academic training to professional practice can be challenging. The study aimed to explore the employability of Irish nutrition science graduates and the use of the CareerEDGE model in developing employability. In-depth semi-structured, recorded interviews were conducted with 42 nutrition graduates from across nine universities in Ireland who had completed a nutrition science degree between 2015-2021. Interpretivism guided this study, which endeavoured to co-construct meaning with participants. Transcribed interviews were thematically analysed, whereby data were coded, themes identified and discussed by all authors. The data were further mapped against CareerEDGE model by deductively coding against the model components (experience, degree, generic skills, emotional intelligence, career development learning, and reflection and evaluation).\u003c/p\u003e\n\u003cp\u003eAll components of the CareerEDGE model were identified in the data. Experience, degree, and generic skills were recognised as the components with the greatest impact on job outcomes and performance. All participants referenced both work and life experience as an influential factor in their journey to employment, providing exposure to different workplace environments and opportunities for skills development.\u003c/p\u003e\n\u003cp\u003eIrish nutrition science graduates acknowledged the significance of experience, degree knowledge, and generic skills in employability. However, further research is needed to improve career development opportunities and support, emotional intelligence, and resilience in nutrition science education.\u003c/p\u003e","manuscriptTitle":"Employability of Irish nutrition science graduates – a qualitative exploration of graduates’ experiences","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-09-18 05:56:30","doi":"10.21203/rs.3.rs-4939052/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"88423762-0b47-4b9b-8c37-ed6c81adfd4d","owner":[],"postedDate":"September 18th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2024-12-29T15:53:10+00:00","versionOfRecord":[],"versionCreatedAt":"2024-09-18 05:56:30","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4939052","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4939052","identity":"rs-4939052","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}