Dietitians’ Perceptions of Precepting: Knowledge, Skills, Attitudes, Barriers, and Training

Nasser, Roseann; Morley, Catherine; Cook, Stephanie; Coleman, Jean; Berenbaum, Shawna

doi:10.3148/75.1.2014.7

Cited by 13 publications

(35 citation statements)

References 18 publications

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“…The overall high self-perceptions of national preceptors' KSAs indicate that regardless of the training, they can precept interns, which was consistent with results from another study 18. From this study, more than 50% of the national and local preceptors had practiced for greater than 10 years and 75% of the national and local preceptors had precepted for more than 3 years.…”

Section: Discussionsupporting

confidence: 89%

Preceptors' Knowledge, Skills, and Attitudes Toward Precepting Dietetic Interns and Training Perceptions

Benoit

Montes

Shreim

et al. 2022

Topics in Clinical Nutrition

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Dietetic preceptors play a critical role in educating and mentoring future registered dietitian nutritionists throughout the internship. A mixed-methods research study was conducted from September to October 2019 to examine US dietetic preceptors' knowledge, skills, and attitudes (KSAs) toward precepting and training. Of the 141 participants who completed the quantitative survey, their KSAs were high (4.5/5). From the qualitative feedback, preceptors (n = 15) expressed the need for further training in the areas of communication, teaching, and evaluation and preferred training online or through webinars. This provides an opportunity for developing tailored training materials to support preceptors as they educate future dietitians.

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Section: Discussionsupporting

confidence: 89%

Preceptors' Knowledge, Skills, and Attitudes Toward Precepting Dietetic Interns and Training Perceptions

Benoit

Montes

Shreim

et al. 2022

Topics in Clinical Nutrition

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“…Studies were from the USA, [15][16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34] Australia, 14,[35][36][37][38][39][40][41][42][43] Canada, 28,[44][45][46][47][48] the UK, [49][50][51][52] South Africa 53 and Nigeria. 54 Professions represented included physiotherapy, 15,19,21,27,29,31,33,36,38,45,…”

Section: Resultsmentioning

confidence: 99%

“…Eighteen papers used quantitative methods for investigating effective CE behaviours, with all using surveys asking participants to rate CE behaviours, usually related to perceived importance (Table S1). Five studies derived the content of the survey question from the literature, 15,17,19,22,44 six were based on pre-existing instruments, 14,18,20,23,53,54 two were derived from the literature and student feedback, 50,51 one from student feedback, 16 from previous surveys 49 and three were derived from both the literature and pre-existing instruments. 35,36,53 Descriptions of effective CE skills and attributes were identified by students' and educators' perceptions.…”

Section: Resultsmentioning

confidence: 99%

“…Studies were from the USA, Australia, Canada, the UK, South Africa and Nigeria . Professions represented included physiotherapy, occupational therapy, dietetics, pharmacy, psychology, speech and language therapy, social work, radiography, genetic counsellors and mixed allied health groups involving diagnostic radiography, nuclear medicine, dietetics, occupational therapy, physiotherapy and radiation therapy …”

Section: Resultsmentioning

confidence: 99%

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Clinical educators’ skills and qualities in allied health: a systematic review

et al. 2018

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Background The skills and qualities of effective clinical educators are linked to improved student learning and ultimately patient care; however, within allied health these have not yet been systematically summarised in the literature. Aims To identify and synthesise the skills and qualities of clinical educators in allied health and their effect on student learning and patient care. Method A systematic search of the literature was conducted across five electronic databases in November 2017. Study identification, data extraction and quality appraisal were performed in duplicate. Qualitative and quantitative data were extracted separately but analysed together using a thematic analysis approach whereby items used in quantitative surveys and themes from qualitative approaches were interpreted together. Results Data revealed seven educator skills and qualities: (i) intrinsic and personal attributes of clinical educators; (ii) provision of skillful feedback; (iii) teaching skills; (iv) fostering collaborative learning; (v) understanding expectations; (vi) organisation and planning; and (vii) clinical educators in their professional role. Across all themes was the concept of taking time to perform the clinical educator role. No studies used objective measurements as to how these skills and qualities affect learning or patient care. Discussion and conclusion Despite much primary evidence of clinical educator skills and qualities, this review presents the first synthesis of this evidence in allied health. There is a need to examine clinical education from new perspectives to develop deeper understanding of how clinical educator qualities and skills influence student learning and patient care.

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“…They serve as educators, mentors, and role models and should ideally possess both clinical and teaching skills (5). Although preceptors typically receive substantial clinical training, research has shown that most preceptors undergo suboptimal education in teaching and learning methods, assessment, and provision of feedback to students (6,7). whereas other programs deliver their own preceptor training workshops in response to the needs raised by the preceptors.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar – ‘The Practice Educators’ Academy’

Mukhalalati¹,

Awaisu²,

Elshami³

et al. 2019

Preprint

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Background: Experiential learning is the backbone of many healthcare professional education programs; however, the quality of learning is profoundly dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. This study was conducted at the Qatar University Health Cluster, which comprises of the Colleges of Pharmacy, Medicine, and Health Sciences, with a primary objective of identifying the educational and teaching needs of preceptors in order to design and validate an educational professional development program. Methods: This study adopted a mixed methods approach and was conducted in three stages: 1) assessment of preceptor educational needs; 2) design of ‘The Practice Educators’ Academy’ program; 3) validation and refinement of the designed program. The needs’ assessment was conducted at all three colleges through a validated survey and focus groups with preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions.Results: Results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For validation of the designed program, the syllabus was shared with purposively selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Further refinement of the program was performed based on this feedback resulting in a representative and validated program ready for piloting. Conclusion: A preceptor development program on experiential teaching and learning skills was successfully designed and validated, with the needs of the clinical preceptors at its core.

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Dietitians’ Perceptions of Precepting: Knowledge, Skills, Attitudes, Barriers, and Training

Abstract: The findings articulate the KSA, training needs, and barriers to precepting considered significant for dietitian preceptors. The results are important for the advocacy for resources to support the training and development of preceptors, upon whom sustainability of the profession depends.

Cited by 13 publications

References 18 publications

Preceptors' Knowledge, Skills, and Attitudes Toward Precepting Dietetic Interns and Training Perceptions

Preceptors' Knowledge, Skills, and Attitudes Toward Precepting Dietetic Interns and Training Perceptions

Clinical educators’ skills and qualities in allied health: a systematic review

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar – ‘The Practice Educators’ Academy’

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