A dietetic clinical educator enhances the experience and assessment of clinical placement

Abstract

Aim The aim of this study was to evaluate the impact of a Clinical Educator model on the learning experience and environment for students, preceptors and managers. Methods A Clinical Educator position was established for the 10‐week dietetic clinical placement at Edith Cowan University. The Clinical Educator was responsible for overseeing the placement and assisting in the supervision of students. A qualitative descriptive approach using focus groups with purposive sampling explored the research question. Students (n = 10), preceptors (n = 21) and managers (n = 3) participated in separate focus groups. Data were thematically analysed with consideration given to participant and focus group commonalities and differences. Results The findings revealed that the Clinical Educator (i) reduced the logistical burden of student placements and improved time efficiency; (ii) facilitated student assessment within a programme of assessment; (iii) was uniquely positioned to provide support and enhance student confidence; and (iv) enhanced capacity to manage underperforming and challenging students. Conclusions The Clinical Educator model increased student confidence, facilitated quality assessment and supported the management of underperforming students. This was achieved by reducing the burden of clinical placements, facilitating effective and timely communication between stakeholders and supporting the establishment of meaningful relationships which enriched learning. The results highlight the importance of the people involved in placement to facilitate a positive student learning environment and high quality assessment.

Generational change in nutrition and dietetics: The millennial dietitian

“…Reassuringly, these observations align with the literature . The success of the clinical educator model for dietetic placement described by Weber et al may be because of its ability to cater to these needs …”

“…31 The success of the clinical educator model for dietetic placement described by Weber et al may be because of its ability to cater to these needs. 18 Generational differences create diversity that may currently be undervalued. Understanding the perspectives, ideologies, concerns and motivators that characterise each generation may help us to engage more productively and authentically with others.…”

“…It includes papers that report on research about technology in health-care, 5-7 communicating health information, [8][9][10][11] health and nutrition interventions [12][13][14][15][16] and education. 17,18 In addition, other reports in this issue from the international context add to the discussion. 19,20…”

“…This issue of Nutrition & Dietetics explores the challenges and opportunities that our modern world presents for the profession and how we can appreciate and respond to generational differences. It includes papers that report on research about technology in health‐care, communicating health information, health and nutrition interventions and education . In addition, other reports in this issue from the international context add to the discussion …”

Internal coherence matters: Lessons for nutrition and dietetics research

“…The remaining 18 potential articles underwent full text review and were assessed against the eligibility criteria, resulting in 14 included articles describing dietetics education or credentialing research. Of these studies, three focused on competency standards, 23 , 24 , 25 four on assessment, 26 , 27 , 28 , 29 five on curriculum, 30 , 31 , 32 , 33 , 34 and two on continuing education 35 , 36 (Table 2 and Figure S1 ). These characteristics were reviewed by the authors with the aim of identifying one published example from scientific, 28 interpretive 31 and critical 24 approaches that could best illustrate the stated philosophy and be critiqued for internal coherence.…”