8/27/2018 Overview of presentation UConn Dietetics Preceptor Training Mission, concentration, goals and obj ectives of the program Coordinated Dietetics What we provide for each rotation Why preceptors? Characteristics of effective preceptors Program Set t ing t he st age for t he st udent Ellen Shanley, MBA, RDN, CDN, F AND Teaching st rat egies Point s t o consider when precept ing Dietetics Director Evaluations Allied Health Sciences Win-Win situation References Mission of the Coordinated Dietetics Concentration: Understanding the importance of food & nutrition to promote health and Program prevent disease The Dietetics Program is committed to improving the health and nutrition of Upon completion of the Coordinated Program, graduates are able to: the public by educating students to become competent and competitive ent ry-level regist ered diet itian nutritionists in a variety of settings, including hospitals, ext ended care facilit ies, school syst ems, public healt h set t ings, and Design, implement , and evaluat e nut rit ion educat ion for individuals in t he through research. community Design a business plan reflecting promoting health and preventing disease Produce a cost-effective meal with a nutrition message to promote healthy eating Modify a recipe to promote healthy eating and decrease the risk of chronic disease, including t hose individuals of economic disadvantage Provide MNT in the clinical setting to promote nutritional wellbeing Goal 1: Provide each graduat e wit h knowledge and skills about food and nutrition Goal 2: Provide each graduate with knowledge and skills about food and to promote health and prevent disease. nutrition to promote health and prevent disease. Obj ectives: Obj ectives: 100% of program graduates take the CDR credentialing exam for dietitian 100% of the graduates will respond that they are satisfactorily prepared for nutritionists within 12 months of program completion. practice to promote health and prevent disease At least 80% of program students complete program requirements within 150% Evaluations 1-1 ½ years after program completion will reflect 100% of of program length (three years). graduates are utilizing skills to promote health and prevent disease Of graduates seeking employment, 80% are employed in nutrition and dietetics or related fields within 12 months of graduation. The program’s one-year pass rat e (graduates who pass t he regist rat ion exam within one year of first attempt) on t he CDR credent ialing exam for diet itian nutritionists is at least 80% . Program evaluations will reflect at least a “ satisfactory” rating on a 4-point scale (needs improvement , sat isfact ory, above average, excellent ) immediate after program completion and at 1 - 1 1/ 2 years post-program completion. 80% of graduates’ preparation to practice assessed by employers will be satisfactory or higher. 1
8/27/2018 Each rotation Why Preceptors? Course syllabus Medical education is an apprenticeship model Evaluation Classroom learning and practice Please ask if you have any quest ions about t hese Precept or “ An experienced practitioner who provides role support and learning experiences for student learners. A preceptor works with the learner for a defined period of time and assists the learner in acquiring new competencies required for safe, ethical and quality practice.” 1 Instructor, supervisor, and evaluator 1 Precepting accessed https:/ / www.radford.edu/ content/ dam/ colleges/ wchs/ DNP/ Preceptors% 20Files/ Prec epting.pdf Key Points to Consider “ Precepting is a new skill that is learned over time with support & mentoring… Effective and confident preceptors model lifelong learning and professional growth for students … and create a safe, flexible learning environment Timely, specific feedback and st udent evaluat ion are key element s of t he precept ing role” 2 2 Precepting 101: Teaching S trategies and Tips for S uccess for Preceptors Accessed https:/ / onlinelibrary.wiley.com/ doi/ full/ 10.1111/ j mwh.12520 Characteristic of Effective Preceptors More Characteristics to Consider “ Those willing to give of themselves. Positive, enthusiastic attitude Those willing t o share knowledge, yet encourage self-learning and Provide appropriate, frequent feedback independence. Show respect for the student Those who are humble, able to put the spotlight on the students. Challenge student to perform Those who are nonj udgment al, allowing all st udent s t o be t hemselves, who Question student and promote higher level thinking help t he st udent s’ qualities t o shine. Provide appropriate structure 3 Those who use positive, rather than negative reinforcement. Those who are flexible, allowing st udent s t o do t hings t heir way, even if t hat isn’ t the teachers’ way.” 1 3 Allen-Chabot, A. M. (2006, May 25). Teaching in the Clinical Setting: Strategies for Success. 2
8/27/2018 Getting off on the right foot The Right Atmosphere Be specific Determine a meeting time and communicate if you want the intern to prepare in anyway prior to the first meeting Tell the student exactly what you want and expect Learn about t he st udent ’s prior experiences, skills, and knowledge Communicate throughout the rotation Tell the student about your experiences and how you like to teach Make it positive whenever possible Ask the student how he/ she likes to learn If something needs correcting tell the student in a timely manner and be specific with expectations Review rotation competencies and ask if he/ she has any questions Be patient Orient and introduce the student to the site Promote a positive learning environment The student may have learned how to do something differently from another preceptor Many times there are many ways that are correct Teaching S trategies Teaching S trategies (continued) Expert Conveys information directly t o t he student Modeling (role modeling) Coaching Preceptor demonstrates Preceptor provides verbal cues during performance Oft en done wit h beginning student s and when showing advanced skills Facilitator Observation Provide opportunities for student to self-evaluate and ask questions 1, 4 Preceptor & student can observe each other Provide feedback when observing student Direct questioning S tudent can develop crit ical t hinking skills Don’ t put student on t he spot in front of ot hers Think aloud method Fosters crit ical t hinking and reasoning skills 4 Approaches to effective Preceptor Teaching: accessed Encourages student to verbalize thoughts and rationalize decision-making https:/ / pharmacy.ucsd.edu/ faculty/ ExperientialEducation/ docs/ Slides_8_09_14.pdf Points to Consider When Precepting Continuous Feedback Where is the intern in his/ her training St udent s really do like feedback and should know how t hey’ re doing Plan for increasing intern responsibility Assist the intern in setting realistic goals What should you tell the student? Communicate exactly what you expect from the intern and the level of What they have done well independence What they need to improve S hould t he int ern make decisions and t hen let you know? Have the student plan a course of action Evaluation is important to provide throughout Daily and timely Formative assessment occurs t hroughout t he rot at ion. A cont inual dialogue should occur t hroughout t he rot at ion so t he student knows what he/ she needs t o work on No surprises at t he final evaluat ion S ummat ive evaluat ion t akes place at t he end of t he rot at ion and t he student is compared to a norm Evaluations need to be as obj ective and unbiased as possible. We are all human but we need t o not have personal feelings influence t he evaluat ion nor can we have a specific incident overshadow the evaluat ion of t he ent ire rot at ion. 3
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