Date of Graduation
7-2026
Document Type
Thesis
Degree Name
Master of Science in Human Environmental Science (MS)
Degree Level
Graduate
Department
General Human Environmental Sciences
Advisor/Mentor
Trudo, Sabrina
Committee Member
Garrison, Betsy
Second Committee Member
Roberts, Mallori
Third Committee Member
Killian, Tim
Keywords
Artificial Intelligence (AI), Dietetics, Registered Dietitian Nutritionists (RDN), critical thinking
Abstract
Artificial intelligence (AI) is entering nutrition and dietetics more rapidly than the educational and professional structures designed to support its responsible use. This manuscript-style thesis examined AI readiness at two points in the dietetics pipeline: undergraduate students preparing to enter the profession and registered dietitian nutritionists (RDNs) already practicing within it. The first study used a single-group, pre/post quasi-experimental design to evaluate whether a course-based assignment requiring generative AI changed students’ familiarity, perceptions, and self-efficacy. Forty-two upper-division dietetics students completed pre- and post-surveys surrounding an AI-integrated assignment. Following the assignment, students reported significantly greater familiarity with AI and more positive attitudes toward its professional use, including greater confidence using AI and stronger belief that AI could improve patient outcomes. Students most often viewed AI as useful for administrative and data-oriented tasks rather than direct clinical care. The second study surveyed 223 practicing RDNs across 41 states to describe their familiarity with AI, current use, professional comfort, and perceptions of AI in practice and education. Most respondents reported at least some familiarity with AI, though views of its impact were mixed. RDNs were most receptive to AI for administrative and information-management tasks and most cautious about its use in clinical and client-facing care. Many supported AI literacy in dietetics education while expressing concern that overreliance could weaken critical thinking. Across both studies, a consistent pattern emerged: enthusiasm for AI is outpacing the training, competencies, and professional guidance needed to use it responsibly. Students and practitioners alike were open to AI for behind-the-scenes tasks but drew a clear line around clinical judgment and the practitioner–client relationship. Both groups appeared ready to adopt AI before the profession was prepared to govern it. These findings suggest that dietetics education and professional standards must evolve deliberately by incorporating structured AI training and clear ethical guidance so that AI strengthens, rather than erodes, the competencies that define dietetics practice.
Citation
Jackson, Y. F. (2026). Artificial Intelligence Readiness in Dietetics Students and Practicing Registered Dietitian Nutritionists. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/6366
