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MCNEESE STATE UNIVERSITY

PRECEPTORS’ GUIDE

For

TEACHING

DIETETIC INTERNSHIP STUDENTS

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Table of ContentsPage

Note to Preceptors 3Thank You, Preceptors! 4MS/IP Mission and Goals 5Importance of Teaching by Preceptors 6Supervised Practice 6Benefits to Preceptors and Administrators of Providing Supervised Practice Experiences for Dietetic Internship Students 7Irby’s Seven Dimensions of Effective Teaching 7

Organization and Clarity 8Enthusiasm 8Instructor Knowledge 8Group Instructional Skills 8Professional Practice 9Instructor and Professional Competence 9Modeling Professional Characteristics 9

Successful Supervisors 10Positive Characteristics of Preceptors 10Characteristics of Students 11Effective Teaching 11What Do Preceptors Teach 11Before You Start…Teaching Hints 12A Teaching Model for Preceptors 12Application of the Teaching Model 12

Demonstration 12Rehearsal 12Feedback and Correction 12Independent Practice 13Review 13Motivate 13

Student Evaluation 13Process Evaluation 13Product Evaluation 14

Feedback Should 15Preceptor Self-Evaluation 15Handling Difficult Situations with Students 16Suggestions for Dealing with Student Problems 16EValue 17Appendix A Management-Leadership Rotation Evaluation Form 18Appendix B Community Rotation Evaluation Form 24Appendix C Clinical Rotation Evaluation Form 30Appendix D Staff Relief Evaluation Form 37Appendix E Preceptor Program Evaluation Form 38

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Note to Preceptors:

Thank you for agreeing to participate in the training of dietetic interns enrolled at the McNeese State University Dietetic Internship Program. Your commitment and expertise are a valuable component of the success of this program. As a preceptor, you will be introducing the interns to the exciting world of dietetics and will guide them in acquiring the knowledge, skills and competence required to practice in the field of nutrition. You are the crucial link between didactic knowledge and entry-level skills. The role of a preceptor can be both a challenging and rewardingexperience. This manual has been developed for your reference with pertinent information you will need as a preceptor. Please contact the program director regarding any questions or suggestions you may have about the program.

Debra Hollingsworth, Ph.D. R.D., LDNDirector, Dietetic Internship Program

McNeese State UniversityDripps School of Agricultural Sciences

Box 92820337-475-5683

[email protected]

This guide is an adaptation of information presented at DEP Area Meetings and COE Workshops, Developing Clinical Preceptors. Bruce Rengers, Janice Gary, Kyle Kimbel, and Noreen Schvaneveldt developed the materials on which this guide is based.

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Thank you, Preceptors!

Without you, the preceptors, there would be no

McNeese Internship Program! You are the unsung

heroes of dietetic education! You have an enormous

impact on the education of aspiring practitioners. I

recognize that you perform your preceptor role in

addition to your other duties without extra pay or

tangible rewards. I applaud your professional

commitment and support your efforts! Thank you!

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The combined Master of Science Degree and Internship Program at McNeese State University is currently granted accreditation by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) of the Academy of Nutrition and Dietetics, 120 South Riverside Plaza, Suite 2000, Chicago, IL 60606. Phone number for ACEND is 312-899-0040.

McNeese State University (MSU) offers a combined Master of Science Degree and Dietetic Internship program of graduate study that integrates didactic and clinical experiences into one curriculum. The program provides supervised practice experiences necessary for qualified dietetics graduates to write the Registration Examination for Dietitians administered by the Commission on Dietetic Registration (CDR). Students enrolled in the MS/DI program will receive a verification statement upon successful completion of supervised practice component and graduate coursework. The program director submits the necessary paperwork is to CDR after the interns graduate in December. Once issued a verification statement, all interns are eligible to take the Registration Exam for Dietitians.

The combined Master of Science Degree and Internship is an18 month program of graduate study that integrates didactic and clinical experiences into one curriculum.

MS/IP Mission: To provide a progressive and effective program that integrates graduate education, research, service, and supervised practice to develop competent, entry-level practitioners with advanced nutrition and wellness knowledge who are prepared to meet the needs of the citizens of Louisiana and the nation. (http://nfsc.mcneese.edu/node/2068)

The mission of the Internship Program (IP) is to provide an advanced educational curriculum, preparing students to meet the ACEND Competencies/Learning Outcomes with a Nutrition Therapy and Health Promotion concentration. The IP program provides the knowledge and skills required for successful entry into the job market as competent entry-level dietitians.

To further define the program’s mission, the following goals have been established. The program will:

1. Prepare graduates to become competent entry level registered dietitian nutritionists

2. Prepare graduates who demonstrate the ability to utilize current evidence-based research and apply the research process in professional practice.

Importance of Teaching by Preceptors

The Academy of Nutrition and Dietetics has affirmed the three-pronged approach to training dietetic professionals: Didactic knowledge, Supervised practice, and Examination. The supervised practice component is crucial in preparing interns and fostering the skills they need to be entry-level practitioners.

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The need for supervised practice experience in the training of dietetic professionals is recognized. It cannot be replaced by didactic training, nor can it adequately be tested by current examination techniques. The supervised practice experience is important in preparing students and in giving them the skills they need to be entry level practitioners. The preceptor’s role is critical in preparing students to function as dietitians.

Most supervised practice programs (dietetic internships) rely heavily on preceptors to train and evaluate students in clinical, management and community facilities. Preceptors may not always feel prepared for their role in educating and evaluating students. Most preceptors were educated to become nutrition and health care professionals. The skills for teaching and evaluating student interns were not likely to have been part of the curriculum. Therefore, this guide is an attempt to provide preceptors with appropriate tools for mentoring dietetic internship students.

Supervised Practice

What constitutes supervised practice? Practice is what you (preceptors) do on a day to day basis. The intent is to give students the necessary skills so that they could, if necessary, take over your job. Students should not be expected to perform your job at the same level as you, but students should be able to do the job satisfactorily (i.e., students should be trained well enough to have at least entry level competence by the end of their supervised practice experience rotations).

It might help to focus on the concept that what you do on a day-to-day basis is what you are trying to train students to do. Special projects are acceptable (and often desirable) as long as they teach the skills and experiences that would be ordinarily used by you in your work.

It is desirable for students to reach a level of competence by the end of their rotations so that they could provide staff relief. When students are allowed to substitute for you, it gives them a valuable opportunity to practice as a professional while they still have a safety net. It teaches them to manage their time and prioritize duties; it gives them confidence in their professional abilities.

The preceptor’s role is critical in preparing interns to function as dietitians. Your participation as a preceptor sustains the dietetics profession by providing a structured environment for the beginner (intern) to learn and develop skills. These skills will include technical dietetics skills as well as professional behavior skills. Your participation also indicates that you believe in investing a part of yourself into others.

Two points should be remembered when allowing students to provide staff relief. First, in the beginning of a rotation, students should cover only a few of your responsibilities. As the weeks progress, more tasks can be added. This process gives students a chance to try their wings without undue time restraints in the early stages of the rotation and then gradually incorporates the need for time management. Second, you need to continue to supervise students doing staff relief so that it remains a learning experience for them while insuring that quality services are maintained. At first, it takes extra time to train students, but the idea of the training is to develop students’ skills so that they can substitute for you. During the last few weeks of students’

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supervised practice, while they are capable of relieving you of a good portion of your usual work, you will have extra time to focus on duties that may have been neglected.

Benefits to Preceptors and Administrators of Providing Supervised Practice Experiences for Dietetic Internship Students

1. Students can perform certain tasks for you such as conduct in-services` or quality improvement which you may be having difficulty completing during your usual schedule

2. Students can help give better supervision of employees. They can act as an extension of the dietitian rather than as someone else to supervise.

3. Students can help define what you do. Students’ questions and your explanations often result in clearer ways of doing things.

4. Students increase your learning since they bring new knowledge and perspectives to your institution

5. Students can help employee morale. Staff members who play a role in teaching students will feel more important and valued.

6. Students break the routine of day-to-day practice and challenge the preceptor.

Irby’s Seven Dimensions of Effective Teaching

Following is a summary of the classical research published by David M. Irby in 1978.

Irby reviewed all papers that had been published to date on clinical and classroom teacher

effectiveness. He then summarized the results as seven basic components of teaching that are

regarded positively by students. The first four components are common to the classroom and the

last three more directly relate to professional practice. They all interrelate. Put yourself in the

roles of both teacher and learner. Recall the characteristics of your best teachers and worst

teachers; and recall your own response as a student to a teacher’s teaching techniques

1. Organization and Clarity

Effective classroom and professional practice teaching is based on the ability to present information clearly and in an organized manner. Clear and organized presentation of ideas is

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consistently identified as a characteristic of the best teachers. Students indicate that effective teachers:

A. Present material in a clear and organized manner.B. State objectivesC. Summarize main pointsD. Provide emphasis

2. Enthusiasm

Preceptors who are dynamic, energetic, and enthusiastic about their topic, stimulate student interest and learning. Teachers with these characteristics are consistently rated highly by students. Enthusiastic teachers use vocal inflection, humor and movement, and are generally characterized as having charisma. Not all of us fit that mold. But it is critical that preceptors communicate their enthusiasm. This is incredibly important. Find ways to share your enthusiasm with your students. Tell students why you like your job and why you enjoy being a dietitian. Let your students know that you enjoy working with and supervising them—that you enjoy helping them acquire new knowledge. Enthusiasm is infectious and influences students dramatically. It increases their appreciation for dietetics and keeps morale high as well as stimulates learning.

3. Instructor Knowledge

Instructors who are knowledgeable, up-to-date in their specialty, demonstrate logical thinking for students, and relate theory to practice are perceived to be excellent teachers. Students love to relate theory to practice. Students also appreciate being exposed to preceptors’ knowledge. Preceptors may work in specialty areas that students have only touched on in their education. Exposure to tricks of the trade and the unique skills of preceptors are especially beneficial.

4. Group Instructional Skills

Class participation is stimulated when students sense a climate of respect and sensitivity to their responses. Teachers and preceptors are most effective when they foster this kind of rapport.

5. Professional Practice

The major role of preceptors is professional practice supervision [which includes teaching]. Students are assigned to work with experienced professionals to help thosemaster skills and abilities. Teaching behaviors that are effective include:

a. being accessible, approachable and willing to help when neededb. observing and giving feedback on student performance—keeping students appraised

of progress, identifying strengths, and guiding development

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c. pacing students, providing practice opportunities, and promoting problem solving skill development

d. giving case specific comments—relating theory and basic science to the casee. offering professional support and encouragement—students need encouragement and

support. Professional support helps provide conditions for students to learn and develop professionally. The focus is kept on client-centered care rather than on students’ inexperience.

6. Instructor and Professional Practice Competence

The instructor must not only be knowledgeable but must also be professionally competent. Examples of specific skills include:

A. objectively identifies and analyzes patient, management, or community nutrition problemsB. effectively performs procedures

C. establishes rapport with patients or employees D. works effectively with health care team members

7. Modeling Professional CharacteristicsThroughout the entire length of practice experience training, students observe

experienced staff members making decisions, interacting with patients, and communicating with others. These observations allow students to learn through imitation. Modeling by preceptors is a very powerful teaching technique. Students learn to approach professional practice in the way their mentors model. Certainly, it is very important that preceptors demonstrate high professional standards.

Some identified professional behaviors that reflect professional standards include:A. accepting responsibilityB. self-evaluation; acknowledging “I’m not perfect”C. being honest with data and one’s own limitationsD. displaying self-confidence and demonstrating skills, attitudes and values to be

developed by studentsE. not appearing arrogantF. showing respect for othersG. lifelong learning

These seven components are what emerged as characteristics of effective educators. They distinguish the differences between the best and worst teachers. Practicing all seven components does not guarantee that all students will succeed. Cause and effect have not been demonstrated. As learners, students play a major role in their achievements and success.

The worst teachers not only lacked the seven skills, but were characterized by several negative personal attributes:

A. ArrogantB. Demeaning

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C. InaccessibleD. InsecureE. InsensitiveF. Authoritative

Successful Supervisors

Irby also identified teacher behaviors included in successful supervision. They are:

A. Being accessibleB. Observing, giving feedback on, and evaluating student performanceC. Guiding students, providing practice opportunities, and promoting problem-solving skillsD. Offering professional support and encouragement

Positive Characteristics of Preceptors

1. Present a positive attitude and commitment toward the profession2. Participate in local nutrition organizations and continuing education3. Use appropriate professional language4. Demonstrate professional ethics in regard to patient care (or mgmt decisions)5. Show respect for individual differences among patients or employees6. Show enthusiasm and patience7. Create an atmosphere for open communication8. View students in a positive light—emphasize what students know and do correctly9. Support students with appropriate, frequent feedback in a timely fashion10. Use specifics with respect to praise or changes that need to occur11. Allow students to be creative while still meeting expectations and performing professionally.12. Challenge students to perform by giving them increasing responsibility13. Remember students are preparing for entry level14. Show respect for students and their work

Characteristics of Students

Students vary in their cultural backgrounds, skills, knowledge, level of maturity, strengths, and weaknesses, etc. These differences dictate different needs among students.1. Intelligent people with lots of book knowledge2. Enthusiastic3. Have different modes of learning: some are adult learners, some are not.4. Limited experience with client/patient contact5. Limited management and foodservice experience6. Limited communication skills (staff, clients, groups and writing)7. Limited team skills. As students, they usually have been in a competitive situation with other

students.8. Untested work ethic9. May not know how to prioritize work or manage time

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10. Unsure of their abilities11. Idealistic. Often, they do not understand limitations imposed by reality12. Master’s or doctoral degree students entering practice settings are not necessarily more

prepared or advanced in their clinical/administrative skill level than are bachelor’s degree students.

Effective Teaching

When preceptors teach, it is done in a work setting, not a classroom. While students are taught knowledge and reasoning skills in school, it is in the practice setting that students truly learn to apply their knowledge. The best thing about mentoring students is that you get to teach what you actually do. Preceptor teaching is really teaching at its finest. Ask former students (or yourself!) what was the best part of their dietetics education and they will tell you, “my internship rotations” [i.e., supervised practice experiences].

Teaching in work settings consists of helping students learn how to collect data, interpret and synthesize findings, formulate alternative management plans and evaluate the effect of the action taken. In other words, you are helping students develop analytical skills. Whenever possible, try to create an environment in which students are expected to solve problems and receive feedback for their efforts. Allow students to make mistakes without having to fear reprisal. Students learn by making mistakes; they flourish best in an environment which supports their learning in a way that helps them synthesize and apply the enormous amount of textbook knowledge previously learned.

What Do Preceptors Teach?

Students learn competency skills from their preceptors. Competency is the ability to carry out a specific task within parameters of control. Summarize your own image of what your professional role is AND what it should be. Practice those tasks that provide that image. Separate the nice-to-know from the need-to-know tasks. The need-to-know tasks take priority and MUST be taught to students. The nice-to-know, which can also contribute important skills, can be taught later if time is available.

Before You Start…Teaching Hints1. Provide a clear orientation2. Establish ground rules3. Define expectations4. Be purposeful and focused5. Explain how the norm for work occurs6. Explain what is expected of them as student interns7. Solicit information from the students:

A. List and explain previous experiencesB. Explain your expectations and goalsC. Acknowledge the role or importance of your tasks

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A Teaching Model for Preceptors

DR FIRM (Pichert)

D: Demonstration, presentations and problem solvingR: Rehearsal of contentF: Feedback and correctionI: Independent practiceR: ReviewM: Motivate to persevere

Application of the Teaching Model

DEMONSTRATION. During an orientation period, you let students observe, then walk them through the steps, and show them the shortcuts. During this time, you explain the rationale for the various steps and the assumptions behind the shortcuts. You may have developed efficient ways of dealing with patients, or ways to increase the accuracy of information that is received from the patient. When you are out of earshot of the patient, you can explain your shortcuts to the student. Students shouldn’t have to reinvent the wheel.

This is your first step in helping students to attain entry-level competence. Learning is not always easy for students. In the beginning, it is helpful if you stick to the important points and help students develop their problem solving skills.

REHEARSAL. Help students role-play your job. For example, you may want to have a student calculate a diabetic meal plan or give a diet instruction to you. The only way to know if the student has achieved the skills needed is for you to observe the student directly so you can evaluate the student’s performance. You may need to show a student the things that you do easily. You can explain how to dovetail two things at the same time because a student may be unaware of such “competent” techniques.

FEEDBACK AND CORRECTION. Feedback to students about their skills communicates your empathy and approval or disapproval. At this point, feedback should be open, corrective and specific. It is important for students to feel comfortable about having made mistakes during rehearsal. At this time, preceptors can give additional hints (e.g., hints for shortcuts, thoroughness, etc.). Subtleties frequently slip past students. You need to be specific.

Quiz students on what patients or staff may ask (open-ended questions). Emphasize thoroughness. For example, ask students how they assessed patient understanding after a diet instruction. Errors should be corrected and students should repeat the demonstration of their skills as often as you deem appropriate. Positive feedback should be given. You may need to analyze parts of the instruction to help isolate why students are having certain problems. For example, students may do a poor job explaining the operation of a piece of equipment because they do not know what it is used for.

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INDEPENDENT PRACTICE. This is the time for you to “let go”. Students should ask you questions as needed. You can place a time deadline for specific tasks and shorten the deadline as the students progress. You may want to take the “sink or swim” approach for some of the smaller tasks and have students report back. Be creative. Make it fun for yourself as well as for students.

REVIEW. Ask students to demonstrate their assigned tasks. Do not assume anything. Mention strengths and weaknesses. You may have to demonstrate again the learned shortcuts, etc. Have students rehearse again, if needed.

MOTIVATE. Tell students how their good work makes a difference. Suggest that students relate it to something that they feel is important (e.g., because of their screening, tube feeding was initiated, etc.). Make specific comments, not general ones.

Student Evaluation

Successful supervision includes a strong emphasis on evaluation. Evaluation is an important part of the learning process and should be viewed in a positive light. Evaluation tells students what they do correctly and helps them to modify performance when needed.

Evaluation should occur in two ways during students’ rotations—process evaluation and product evaluation. First, evaluation should be an ongoing process during a rotation to help students modify their skills and behaviors. It is part of the learning process and can help build the students’ confidence. Second, evaluation at the end of an activity (product evaluation) is also important. It tells students how to strengthen or modify their skills in the future. This type of evaluation at the end of a rotation is also used by the program director to determine how to better strengthen students in other rotations.

PROCESS EVALUATION. Process evaluation or feedback should be viewed as good two-way communication between the preceptor and students. Webster defines feedback as “a process in which the factors that produce a result are themselves modified, corrected, strengthened, etc. by that result”. Generally, feedback is most productive when it is provided in a positive, constructive and timely manner.

Preceptors need to be very specific in their reinforcement and suggestions for improvement. Students may not “catch” or understand subtle suggestions or comments. For example, a preceptor may tell students “to be more careful when portioning meats for calorie controlled diets” because of concerns about unskilled knife-handling. Students may interpret the caution to mean they should be more careful to get the correct portion size. Feedback that is provided by students regarding the preceptor’s performance is also beneficial. By learning students’ views, the preceptor can determine if students truly understand what is required.

Evaluation should be based on reasonable and known performance criteria. Students cannot read the preceptors’ minds, nor do they have the same experienced perspective of what constitutes good dietetic practice. Preceptors need to listen to students to evaluate their own communication

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skills. Students may fail at performance because expectations were not clearly defined, assumptions were made without students’ knowledge of them, or because students had not observed a previous example. Remember that what is obvious to you as a seasoned professional is often not obvious to a student.

Evaluation should be continuous in everything students do. Often it is done informally. Positive reinforcement can build students’ confidence and enthusiasm. It also helps to solidify good behaviors and practices in the early stages of rotation. Confronting poor performance as soon as possible after it occurs is also necessary. Delaying or ignoring evaluation of problem performance can lead students to believe their work is okay. They won’t know they should change unless someone tells them. Students who are evaluated and corrected early on, generally, have fewer difficulties in performance later.

In making suggestions for improvements to students, make sure the students know which suggestions are recommendations and which ones are required. Criticism should be constructive and point out in very practical, specific terms the ways that performance can be improved.

PRODUCT EVALUATION . You may find that this is the most difficult type of evaluation. Final evaluation at the end of a project or rotation can be used to build students’ confidence, to reinforce desirable performance, or to inform students about behaviors that need to be changed in the future. It is also used by the program director to evaluate future experience needs of students to successfully complete their program. Realistically, final evaluation may also be used to prevent unqualified students from progressing beyond their skill and knowledge level. This is one of the hurdles that students must successfully pass to qualify for writing the registration examination.

Criteria for the final evaluation of performance should be clear and known to students. Evaluation criteria should be given to students at the beginning of a rotation so that they know what is expected. Often it is best to give students copies of all evaluation instruments at the beginning of the rotation. Preceptors need to be flexible in their evaluation of students to allow for individual differences that are compatible with quality practice.

The results of students’ evaluations at the end of a rotation should NEVER come as a complete surprise. Continuous process evaluation should lead up to the final evaluation, and give students a good idea of how they will be evaluated in the end. Students should be evaluated in person by the preceptor and should be aware of any major comments that are made in a written evaluation before it leaves the preceptor. It is highly unethical for a preceptor to tell students very little and then send a highly critical evaluation to the program director.

Feedback Should:

be undertaken with the preceptor and intern working as allies, with common goals. be well-timed and expected. be based on first-hand data. be regulated in quantity and limited to behaviors that are remediable. be phrased in descriptive non-evaluative language.

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deal with specific performances, not generalizations. offer subjective data, labeled as such. deal with decisions and actions, rather than assumed intentions or interpretations.

The following table suggests ways to identify if you are "confronting" or "criticizing" the intern:

Confronting CriticizingThis is based on observable behaviors and facts:

Problem--focuses on the problem, with concrete, objective facts.

Specific--identifies specifically what should occur or change starting with the most recent event.

Change--focuses on the future and what can be changed, not on making the intern feel guilty, weak, or pessimistic; encourages intern to want to change.

Relationship--focuses on improving performance, increasing commitment, and building a positive work relationship.

This is based on feelings and perceptions:

Person--focuses on the person and her attitude or traits.

General--uses general statements that may magnify the problem by using words like never, always, continually and so on.

Blame--establishes blame, making the intern feel guilty and focuses on the past.Self--centers on the needs of the preceptor and sometimes involves venting own anger or frustration.

Preceptor Self-Evaluation

You may want to evaluate yourself at the end of students’ rotations. This could be accomplished by asking yourself which parts of the rotation were the hardest to teach, or by asking students what parts of the rotation were most difficult. Continuous evaluation is helpful for all of us.

Handling Difficult Situations with Students

Difficult situations may be the result of:A. Inadequate knowledge prior to the rotationB. Skill deficiencies (e.g., Inability to translate theories learned in class to the treatment of patients)C. Personality difficulties (manifested by poor interpersonal relationships or power

struggles)D. Situation difficulties (e.g., a student has had a parent die of cancer recently and now

cannot cope working with cancer patients. Or the discomfort many a student may feel in a dialysis unit for the first time).

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The Internship Program selection process eliminates many potential problems with students. Letters of intent, transcripts, and letters of recommendation are used to try to identify problem students before they enter a program. Sometimes students develop problems when making the change from the academic environment to the clinical environment. Even with the best efforts of a preceptor, problems do occur.

Suggestions for Dealing with Student Problems

A. Frequent, ongoing evaluation should be conducted so that students know exactly what skills, knowledge, or application processes need improvement.

B. Problems should be identified and dealt with as early as possible.C. When discussing problems with students, you need to specify the issues of concern.D. While it may be uncomfortable to confront a student with a problem, it is less painful and

more productive to do it in the beginning. Bad habits are easily reinforced through repetition—so it is important to correct them as early as possible.

E. Students need to know the consequences of their actions or deficiencies. This could be with respect to the outcome for a patient, department, or staff. Or this could be with respect to students’ progress in the program.

F. Rules and expectations need to be communicated clearly (sometimes in writing)G. Expectations need to be realistic for students.H. Try to find the positive in students on which to build improvement.I. For knowledge deficiencies, students can be given extra reading to do outside of the

rotation. It is helpful to provide sources for students.J. For situational difficulties, talk to students about feelings that make them apprehensive or

hesitant.K. Suggest that rotations may be adapted as long as they still provide the necessary

competencies.

Be aware that significant problems should be discussed with the program director. It is the internship director’s responsibility to direct and resolve major student problems. Early and ongoing discussions with the director can often resolve problems that might otherwise become too complex to correct.

EValueDesigned to simplify the administration of healthcare education, the E*Value system streamlines curriculum, coursework, scheduling, assessments, site management and more, with an all-in-one solution to help programs manage a vast amount of critical information easily and efficiently. This system was initiated in 2016 and is being implemented with the interns and preceptors. All time logs, evaluations and portfolios will be done using this system. All preceptors will re

Other program information can be found on the Dietetic Internship Web Site: http://www.nfsc.mcneese.edu

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http://www.nfsc.mcneese.edu/

Online Dietetics Preceptor Training is also available. CDR has an Online Dietetics Preceptor Training module good for a total of eight (8) prior-approved CPEUs. http://www.cdrcampus.com/

Appendix A – Management-Leadership Rotation Evaluation

Appendix B – Community Rotation Evaluation

Appendix C – Clinical Rotation Evaluation

Appendix D– Staff Relief Evaluation

Appendix E-Preceptor Program Evaluation

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http://www.cdrcampus.com/



Management-Leadership Rotation Evaluation

STUDENT: ________________________ TOTAL HOURS COMPLETED: ____________________PRECEPTOR: ______________________ NUMBER OF DAYS ABSENT FROM ROTATION: ______

1. Intern does not meet standard. Intern needs to develop a plan of improvement with Internship Director2. Intern needs constant/close supervision. Demonstrating limited skill application. Performance not

consistent to expected level of ability.3. Intern is demonstrating skill at an expected level. Starting to work independently4. Intern is demonstrating skill at a high level, which presents early in the rotation and is maintained

throughout. Intern needs minimal guidance. Intern must be at this level before staff relief.

N/A - Competency not observed during this rotation.

COMPETENCY ACTIVITIES 1 2 3 4 NA

CRDN 1.1 Select indicators of program quality and/or customer service and measure achievement of objectives.

Conduct tray line accuracy and time audit Determine labor minutes/meal, meals/per labor hour, and other productivity

outcomes in patient meal service; recommend improvement plan based on outcomes

Identify components of quality management in a foodservice setting. Participate in the collection and evaluation of quality management data as

identified in the department quality management plan. Complete one administrative study of one component that is measurable by

measuring a specific component and providing recommendations for improvement

Enter quality data for clients in QA systemCRDN 1.3 Justify programs, products, services and care using appropriate evidence or data

Conduct a cost-benefit or cost-effectiveness study for a program or process Conduct a value analysis for two food items Conduct a plate waste study at a school or hospital foodservice facility and make

a recommendation. Review a foodservice safety program based on HAACP and discuss the strengths

and/or weaknesses of the record keeping and monitoring process with preceptor CRDN 1.4 Evaluate emerging research for application in nutrition and dietetics practice

Discuss with preceptor articles from professional literature regarding new aspects of medical nutrition therapy, foodservice, and community nutrition intervention on topics of interest. Complete an abstract for one FS Management, MNT, and Community rotation

CRDN 1.6 Incorporate critical thinking skills in overall practice Use critical thinking skills when engaging in conflict resolution Use critical thinking skills when making decisions related to public perception of

foodservice products and services.

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Communicate effectively in reaching solutions to difficult problems; without being unduly prejudiced by others' opinions.

CRDN 2.1 Practice in compliance with current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Nutrition and Dietetics Practice and Code of Ethics for the Profession of Dietetics

Utilize information and demonstrate understanding in daily work assignments Reviews district, state, and Federal regulations regarding patient care Work in an ethical and respectful manner with all members of the healthcare team

responsible for investigating, developing and delivering patient-centered care.CRDN 2.2 Demonstrate professional writing skills in preparing professional communications

Develop appropriate project proposal for FS Mgmt Project (Cafeteria Meal) Write one policy with procedures based on a FS Project Demonstrate ability to use computer hardware, software technology, web-based

resources and the Internet to complete assignments and experiences and communicate effectively

Follow facility format and guidelines when developing documents Create Social Media Messages Utilize appropriate verbal (in English), nonverbal and written communication

with patients, families, preceptors, members of the healthcare team, and othersCRDN 2.3 Demonstrate active participation, teamwork, and contributions in group settings

Attend and / or participate in foodservice meetings / conferences with a member of the management team.

Apply leadership practices that support collaborative practice, team effectiveness, and patient centered- care

CRDN 2.4 Function as a member of interprofessional teams Communicate with clarity, confidence and respect in encouraging ideas and

opinions of other team members to ensure a common understanding of information, treatment and health/healthcare decisions

CRDN 2.5 Assign duties to NDTRs and /or support personnel as appropriate Using notes through computer system, face-to-face communication, and other

communication with Diet office personnel, have Diet Aides follow through on patient care concerns that intern identifies in working with patient

Ensure that patients receive the correct menu items and have tray line personnel plate the appropriate food; verify via accuracy checks

Have the transporters carry appropriate foods and supplies to patient care areas that follow established guidelines

Conduct patient services audits on identified NDTRs/Diet Techs to ensure that correct menu selection procedures (including HIPPA and nutritional constraints) are being followed.

CRDN 2.7 Apply leadership skills to achieve desired outcomes Staff relief experience Interactions with staff leading them to complete assigned work and making sure

19


that works gets accomplished in a timely manner Apply leadership practices that support collaborative practice, team effectiveness

and patient-centered careCRDN 2.8 Demonstrate negotiation skills

Interactions with staff leading them to complete assigned work and making sure that works gets accomplished in a timely manner

Participate in supervisory decision making while completing staff relief (Demonstrating negotiating skills includes showing assertiveness when needed, while respecting the life experiences, cultural diversity and educational background of the other parties.)

CRDN 2.10 Demonstrate professional attributes in all areas of practice 5 Critical Incidences reports will be written in FS Mgmt rotations that will

demonstrate ability to look objectively at an interaction and determine what could have been done to improve on the result.

Staff Relief experiences will allow for opportunities to demonstrate professional attributes by addressing unexpected problems and issues that need to be addressed.

CRDNN 2.11 Show cultural competence/sensitivity in interactions with clients, colleagues, and staff

Practice cultural competency/sensitivity providing management to different cultures (employees) in the inpatient and outpatient settings.

CRDN 2.12 Perform self-assessment and develop goals for self-improvement throughout the program.

Each rotation will require a self-assessment before and after the rotation is completed. This will require the student to reflect on learning and document in portfolio format what has been accomplished.

CRDN 2.15 Practice and/or role play mentoring and precepting others.• During staff relief choose one day to role play the mentor/preceptor. Write down

the qualities/ attributes that you feel are needed to be a mentor/preceptor

CRDN 3.3 Demonstrate effective communication skills for clinical and customer services in a variety of formats and settings

In-service presentations 5 Critical Incidence Reports Plan, coordinate and participate in a cafeteria / dining room promotional activity.

CRDNN 3.4 Design, implement and evaluate presentations to a target audience Plan, develop and present an in-service for staff while in the FS Mgmt Create appropriate education materials, conduct and evaluate an in-service

training for employees. CRDNN 3.6 Use effective education and counseling skills to facilitate behavior change

Create appropriate education materials, conduct and evaluate an in-service training for employees

CRDN 3.9 Coordinate procurement, production, distribution and service of goods

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and services, demonstrating and promoting use of resources Assume responsibility for tray line, and Sanitation Managers one time Conduct a cafeteria meal where the intern coordinates procurement, production,

distribution and service of goods and services (WCCH FS Mgmt Rotation) Be responsible for implementation and evaluation of a new food product for

patient services. Consider cost, Difficulty with preparation, service issues. Follow to evaluate patient satisfaction.

Observe the flow of foods through the procurement, preparation, distribution, and service systems of the facility.

Review department policies and procedures with respect to food procurement, production, distribution and service.

Participate in and evaluate the distribution and service of meals. Conduct a food inventory and place a food order.

CRDN 3.10 Develop and evaluate recipes, formulas and menus for acceptability and affordability that accommodate the cultural diversity and health needs of various populations, groups and individuals

Revise individual patient menus. Write a cycle menu for a target population. Develop and implement a standardized recipe for a regular or modified food item. Conduct a sensory evaluation of a new commercially prepared food product or

new recipeCRDN 4.1 Participate in management of human resources

Develop a job description Review disciplinary action policy Participate in human resources activities, as the experience becomes available. Review departmental policy / procedure manual, employee manual, job

description and personnel policies regarding recruiting, interviewing, hiring, orienting, training, appraising and terminating employees.

Participate in recruiting and interviewing process Review the organizational chart of facility to see how the foodservice relates to

other departments. Discuss employee turnover, employee productivity and job satisfaction with a

preceptor.CRDN 4.2 Perform management functions related to safety, security and sanitation that affect employees, customers, patients, facilities and food

Develop safety and/or sanitation monitoring process and forms Complete a sanitation / safety check of the foodservice facility. Incorporate HACCP in foodservice system management. Develop a HACCP flow

chart for one recipe. Conduct temperature checks of prepared foods at the point of service. Interview Risk Management personnel Outline disaster preparedness plan Review current equipment usage and facility layout and design. Write

specifications and justification for a new piece of foodservice equipment. CRDN 4.3 Conduct clinical and customer service quality management activities

Develop and distribute satisfaction surveys; analyze results and make recommendations based on results

21


Conduct meal rounds Examine facility satisfaction survey results, make recommendations based on data

CRDN 4.4 Apply current nutrition informatics to develop, store, retrieve and disseminate information and data

Review and discuss with preceptor computer resources and applications specific to foodservice, i.e., forecasting, menu planning, inventory, productivity assessment, employee scheduling, production scheduling, nutrient analysis, financial management.

CRDN 4.5 Analyze quality, financial and productivity data for use in planning Prepare budget for Cafeteria meal; determine actual expense/revenue FS Mgmt

rotation (WCCH FS Mgmt rotation) Determine labor minutes/meal, meals/per labor hour, and other productivity

outcomes in patient meal service; recommend improvement plan based on outcomes

CRDN 4.6 Propose and use procedures as appropriate to the practice setting to promote sustainability reduce waste and protect the environment

Research state and local recycling laws/ordinances that apply to healthcare facility waste as well as “walk-in” waste from patients and visitors.

Review and discuss with preceptor procedures appropriate to the facility regarding reducing waste and protecting the environment.

Propose a plan that would implement energy, recycling, sustainable design and waste management and control. Write up plan

CRDN 4.7 Conduct feasibility studies for products, programs or services with consideration of costs and benefits

Conduct cost-benefit or cost-effectiveness study for a program or process Conduct a value analysis for two food items

CRDN 4.8 Develop a plan to provide or develop a product, program or service that includes a budget, staffing needs, equipment and supplies

Develop a plan for a cafeteria meal include budget, staffing needs, equipment and supplies (FS Mgmt rotation at WCCH)

CRDN 4.10 Analyze risk in nutrition and dietetics practice. Gather and analyze all the information relevant to the risk of harm in a

management setting. Then, analyze the situation to find the source or sources of risk.

Assess all potential protective factors and explore the best solutions to mitigate risk. Some might already be in place or you may need to develop a new protective factor, such as, an advanced practice skill, a policy or standard.

Apply the most relevant protective solutions for the delivery of safe, competent, and timely client-centered dietetic services.

Reflect on and assess the experiences, processes and protective outcomes. This may mean challenging previous responses and decision-making to identify any cumulative impact.

Comments:22

Pass: Proceed to next rotation: _______ Fail: Repeat rotation: __________

Signature of Dietetic Intern: ________________________________ Date: _______________

Signature of Preceptor: ____________________________________ Date: ______

23

Community Rotation Evaluation

STUDENT:________________________ TOTAL HOURS COMPLETED: ____________________PRECEPTOR: ______________________ NUMBER OF DAYS ABSENT FROM ROTATION: _____

1. Intern does not meet standard. Intern needs to develop a plan of improvement with Internship Director2. Intern needs constant/close supervision. Demonstrating limited skill application. Performance not consistent to expected level of ability.3. Intern is demonstrating skill at an expected level. Starting to work independently4. Intern is demonstrating skill at a high level, which presents early in the rotation and is maintained throughout. Intern needs minimal guidance. Intern must be at this level before staff relief.



CRDN 1.2 Apply evidence-based guidelines, systematic reviews and scientific literature

Develop and present an education class for a community program (Outpatient, WIC).

Develop and present an education class for a community program (Outpatient) (Moss Memorial Outpatient, WCCH Outpatient)

CRDN 1.3 Justify programs, products, services and care using appropriate evidence or data

• Analyze a community nutrition program. Write a summary of program analyzed. Evaluate limited resources in a community program and discuss issues in program

planning. Conduct a plate waste study at a school or hospital foodservice facility and make a

recommendation. CRDN 1.4 Evaluate emerging research for application in nutrition and dietetics practice

Discuss with preceptor articles from professional literature regarding new aspects of medical nutrition therapy, foodservice, and community nutrition intervention on topics of interest. Complete an abstract for one FS Management, MNT, and Community rotation

CRDN 1.6 Incorporate critical thinking skills in overall practice Assist with 4-H or other Extension Programming Complete patient/client care meetings with preceptors. Interns must consolidate all

necessary information (medical diagnosis, labs, nutrition status, and other clinical parameters, personal, socio-economic barriers, etc.) to provide individualized care that best meets the needs of the patient/client. They also prioritize the nutrition diagnoses and interventions.

CRDN 2.1 Practice in compliance with current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Nutrition and Dietetics Practice and Code of Ethics for the Profession

24


of Dietetics Utilize information and demonstrate understanding in daily work assignments Reviews district, state, and Federal regulations regarding patient care Work in an ethical and respectful manner with all members of the healthcare team

responsible for investigating, developing and delivering patient/client-centered care.

CRDN 2.2 Demonstrate professional writing skills in preparing professional communications

Develop age appropriate and culturally sensitive educational material for at least 4 client populations; two for outpatient rotations ( Outpatient rotations; either WCCH OP or LCMH Moss OP)

Demonstrate ability to use computer hardware, software technology, web-based resources and the Internet to complete assignments and experiences and communicate effectively

Follow facility format and guidelines when developing documents Write a 100 word column on a recent nutrition topic for the Lake Charles

American Press. Analyze existing educational materials (complete analysis of 2 resource materials

utilized by Extension, 2 utilized by WIC, 1 by LCMH Moss outpatient, 1by WCCH outpatient). Complete Educational Materials Evaluation Form for each.

Create an Extension Fact Sheet (LSU Cooperative Extension) Create Social Media Messages Utilize appropriate verbal (in English), nonverbal and written communication with

patients, families, preceptors, members of the healthcare team, and othersCRDN 2.3 Demonstrate active participation, teamwork, and contributions in group settings

Plan, implement, and evaluate a health promotion event for the public Consult with members of the community organizations when appropriate to

optimize nutritional care given. Apply leadership practices that support collaborative practice, team effectiveness,

and patient/client centered- care

CRDN 2.4 Function as a member of interprofessional teams Communicate with clarity, confidence and respect in encouraging ideas and

opinions of other team members to ensure a common understanding of information, treatment and health/healthcare decisions

CRDN 2.6 Refer clients and patients to other professionals and services when needs are beyond individual scope of practice

Investigate and develop material detailing available resources in the communityCRDN 2.7 Apply leadership skills to achieve desired outcomes

Staff relief experience Apply leadership practices that support collaborative practice, team effectiveness

and patient/client centered careCRDN 2.8 Demonstrate negotiation skills

Counseling opportunities will allow the intern to show negotiation skills while keeping in mind the patient/client background

25


Participate in supervisory decision making while completing staff relief (Demonstrating negotiating skills includes showing assertiveness when needed, while respecting the life experiences, cultural diversity and educational background of the other parties.)

CRDN 2.9 Participate in professional and community organizations Participate in one community program and write a summary of the experience

(United Way)

CRDN 2.10 Demonstrate professional attributes in all areas of practice. Staff Relief experiences will allow for opportunities to demonstrate professional

attributes by addressing unexpected problems and issues that need to be addressed. (Professional attributes include showing initiative and proactively developing solutions, advocacy, customer focus, risk taking, critical thinking, flexibility, time management, work prioritization and work ethic.)

CRDN 2.11 Show cultural competence/sensitivity in interactions with clients, colleagues, and staff

Achieve cultural competence while working closely with preceptors to meet the needs of different cultures in different settings at community sites and health fairs.

Practice cultural competency providing nutrition care to different cultures in the inpatient and outpatient settings.



CRDN 3.1 Perform the Nutrition Care Process and use standardized nutrition language for individuals, groups and populations of differing ages and health status, in a variety of settings

Observations of diet interviews done by preceptors. Have preceptors complete 5 patient interview/diet instruction evaluations on interns

Interviews of non-hospitalized clients for assessment of nutritional status Interview patients/clients and gather information appropriately to complete an

assessment and subsequent direction of nutritional needs. Chart as is appropriate in the clinical or community setting.

CRDN 3.3 Demonstrate effective communications skills for clinical and customer services in a variety of formats and settings

Interviewing and counseling of patients/clients Classes taught and materials developed for patients/clients

CRDN 3.4 Design, implement and evaluate presentations to a target audience • Provide nutrition counseling to at least children, adolescents, adults, elderly,

adults, and pregnancy. Prepare lesson plan, educational material, and evaluation method (consider life experiences, cultural diversity and educational background)

Provide nutrition counseling to individuals with diabetes, renal disease, GI diseases, heart disease, etc.

Create appropriate education materials, conduct and evaluate an in-service 26


training for employees. Use the AND Evidence-Based Library and develop a written patient / client

material in a clinical or community setting. Participate in counseling for acute and non-acute conditions with patients/clients

in a variety of age groups and cultures.CRDN 3.5 Develop nutrition education materials that are culturally and age appropriate and designed for the literacy level of the audience.

Develop age appropriate and culturally sensitive educational material for at least 4 client populations; two for outpatient rotations and two for inpatient counseling.

Analyze existing educational materials (complete analysis of 2 outpatient) resource materials utilized by facility. Assess appropriateness of the material for patients using the Assessment Checklist.

CRDN 3.6 Use effective education and counseling skills to facilitate behavior change Observe and participate when appropriate in the outpatient arena in counseling

individuals on weight management Utilize effective counseling skills to identify at least 3 changes a patient or client

can make in diet to assist with life style change Create appropriate education materials, conduct and evaluate an in-service

training for employees. Use the AND Evidence-Based Library and develop a written patient / client

material in a clinical or community setting. Participate in counseling for acute and non-acute conditions with patients/clients

in a variety of age groups and cultures. Participates in nutrition and health counseling of employees

CRDN 3.7 Develop and deliver products, programs or services that promote consumer health, wellness and lifestyle management.

Develop an assessment, implementation and outcomes evaluation plan for health promotion/wellness programs.

Create effective nutrition education messages and materials for use with health promotion/wellness programs.

CRDN 3.8 Deliver respectful, science-based answers to client questions concerning emerging trends.

Conduct community service programs for group using appropriate science based information.

Patient/Client interactions in interviewing or counseling sessions Identify an emerging trend of concern for consumers and develop a client/patient

fact sheet to answer commonly asked questions.CRDN 4.7 Conduct feasibility studies for products, programs or services with consideration of costs and benefits

Analyze a community nutrition program. Write a summary of program analyzed.

CRDN 4.10 Analyze risk in nutrition and dietetics practice. Gather and analyze all the information relevant to the risk of harm in a community

setting. Then, analyze the situation to find the source or sources of risk. Assess all potential protective factors and explore the best solutions to mitigate

risk. Some might already be in place or you may need to develop a new protective

27


factor, such as, an advanced practice skill, a policy or standard. Apply the most relevant protective solutions for the delivery of safe, competent,

and timely client-centered dietetic services. Reflect on and assess the experiences, processes and protective outcomes. This

may mean challenging previous responses and decision-making to identify any cumulative impact.

NT/HP 1. Develop health promotion/wellness nutrition programs Develop community service programs for group using appropriate science based

information. (MSU Programs; L’Auberge)NT/HP 2. Conduct health promotion/wellness nutrition program outcome assessment/evaluation

Conduct community service programs for group using appropriate science based information. (MSU Programs; L’Auberge)

NT/HP 3. Interpret and incorporate current research in teaching instructional methods.

Utilize current research in developing health promotion/wellness and educational materials and lesson plans

Utilize current research and incorporate age and developmental level of the patients/clients, the subject-matter content, the objective of the lesson, the available people, time, space and material resources, and the physical setting.

NT/HP 4 Create effective nutrition education messages which are likely to result in behavior change

Create effective nutrition education messages and materials for use with health promotion/wellness programs both on and off campus

NT/HP 6 Develop assessment, implementation, and outcomes evaluation plan Develop an assessment, implementation and outcomes evaluation plan for health

promotion/wellness programs both on and off campus.

Comments:

28



Signature of Preceptor: ____________________________________ Date: _______________

29

Clinical Competency Evaluation

STUDENT: ___________________________________ TOTAL HOURS COMPLETED: __________PRECEPTOR: __________________________NUMBER OF DAYS ABSENT FROM ROTATION: ___

1. Intern does not meet standard. Intern needs to develop a plan of improvement with Internship Director2. Intern needs constant/close supervision. Demonstrating limited skill application. Performance not

consistent to expected level of ability.3. Intern is demonstrating skill at an expected level. Starting to work independently414. Intern is demonstrating skill at a high level, which presents early in the rotation and is maintained

throughout. Intern needs minimal guidance. Intern must be at this level before staff relief.



CRDN 1.1 Select indicators of program quality and/or customer service and measure achievement of objectives.

Conduct clinical chart review Assess appropriate lab values in all patients Identify components of quality management in a clinical setting Complete one administrative study of one component that is measurable by measuring

a specific element and providing recommendations for improvement. Enter quality data for clients in QA system.

CRDN 1.2 Apply evidence-based guidelines, systematic reviews and scientific literature Prepare case study reports on patients with different disease states or conditions

(CVD, Nutrition Support, Renal, and WCCH General Medicine). Apply evidence to nutrition care plans in clinical case studies

CRDN 1.3 Justify programs, products, services and care using appropriate evidence ordata

Conduct a cost benefit analysis of the use of parenteral nutrition for a particular diagnosis in a hospitalized patient (LCMH Nutrition Support Team, CSPH ICU/CCU)

Evaluate enteral formulary for cost/ kcal, g protein.

CRDN 1.4 Evaluate emerging research for application in nutrition and dietetics practice

Discuss with preceptor articles from professional literature regarding new aspects of medical nutrition therapy, foodservice, and community nutrition intervention on topics of interest. Complete an abstract for one MNT rotation

CRDN 1.5 Conduct research projects using appropriate research methods, ethical procedures and data analysis

Conduct an acceptance survey to evaluate the clinical service related needs of a target market. Write a report that includes an analysis, conclusion, and recommendations. Give to preceptor.

CRDN 1.6 Incorporate critical thinking skills in overall practice Complete patient-care rounds with preceptors. Interns must consolidate all necessary

30


information (medical diagnosis, labs, nutrition status, and other clinical parameters, personal, socio-economic barriers, etc.) to provide individualized care that best meets the needs of the patient/client. They also prioritize the nutrition diagnoses and interventions.

Respond to questions and make recommendations at interdisciplinary rounds

CRDN 2.1 Practice in compliance with current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Nutrition and Dietetics Practice and Code of Ethics for the Profession of Dietetics

Utilize information and demonstrate understanding in daily work assignments Reviews district, state, and Federal regulations regarding patient care Work in an ethical and respectful manner with all members of the healthcare team

responsible for investigating, developing and delivering patient-centered care.CRDN 2.2 Demonstrate professional writing skills in preparing professional communications

Demonstrate ability to use computer hardware, software technology, web-based resources and the Internet to complete assignments and experiences and communicate effectively

Follow facility format and guidelines when developing documents Create Social Media Messages Utilize appropriate verbal (in English), nonverbal and written communication with

patients, families, preceptors, members of the healthcare team, and others CRDN 2.3 Demonstrate active participation, teamwork and contributions in group settings

Consult with members of the health care team when appropriate to optimize nutritional care given and to plan for discharge needs

Attend and participate in medical rounds pertinent to the unit Complete MNT study guides as assigned and actively participate in review Participate in information sessions with care givers. Attend patient care conferences as available Apply leadership practices that support collaborative practice, team effectiveness, and

patient centered- careCRDN 2.4 Function as a member of interprofessional teams

Counseling opportunities with clients/patients. Complete 5 patient interview/diet instruction forms.

Referrals to appropriate health care workers for services outside of scope of practice such as speech, OT, Social Services

Participate in Health Care Team rounds in MNT rotations Communicate with clarity, confidence and respect in encouraging ideas and opinions

of other team members to ensure a common understanding of information, treatment and health/healthcare decisions

Read assigned research articles on functioning as a member of interprofessional teams. Evaluate different interdisciplinary teams at each different facility. Utilize the research articles to give what the 'teams' display and do well and what they could improve upon as a team. Write up results.

CRDN 2.5 Assign appropriate patient care activities to NDTRs and/or support personnel as appropriate

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• Review practice guidelines related to support personnel in facility (consider the needs of the patient/client or situation, the ability of support personnel, jurisdictional law, practice guidelines and policies within the facility.)

Work with NDTRs, Diet Techs, and diet aides to ensure menu selection is appropriate for patients following modified Diet

CRDN 2.6 Refer clients and patients to other professionals and services when needs are beyond individual scope of practice

Observe placement of feeding tube and a barium swallow When working with patients with swallowing difficulty will consult Speech Pathology

for consult When working with patients with socioeconomic needs will consult with Social

Worker for follow up Use appropriate judgment and refer clients and patients to other professionals and

services when needs are beyond individual scope of practice.CRDN 2.7 Apply leadership principles achieve desired outcomes

Staff relief experience Apply leadership practices that support collaborative practice, team effectiveness and

patient-centered careCRDN 2.8 Demonstrate negotiation skills

Counseling opportunities will allow the intern to show negotiation skills while keeping in mind the patient/client background

• Participate in supervisory decision making while completing staff relief (Demonstrating negotiating skills includes showing assertiveness when needed, while respecting the life experiences, cultural diversity and educational background of the other parties.)

CRDN 2.10 Demonstrate professional attributes in all areas of practice Clinical experiences allow for opportunities to demonstrate professional attributes by

addressing unexpected problems or issues that need to be addressed. Staff Relief experiences will allow for opportunities to demonstrate professional

attributes by addressing unexpected problems and issues that need to be addressed. (Professional attributes include showing initiative and proactively developing solutions, advocacy, customer focus, risk taking, critical thinking, flexibility, time management, work prioritization and work ethic.)

CRDN 2.11 Show cultural competence/sensitivity in interactions with clients, colleagues, and staff

Achieve cultural competence while working closely with preceptors to meet the needs of different cultures in different settings at community sites and health fairs.

Practice cultural competency providing nutrition care to different cultures in the inpatient and outpatient settings.

Complete one case study on a patient from a different country/culture. Incorporate cultural inssues into the case study. Can use Mosby's Pocket Guide on Cultural Assessment (ISBN 0-8151-3633-1) that gives information on each country and give details on touch practices, health care beliefs, food practices and intolerances,

32


families' role in hospital care.



CRDN 2.15 Practice and/or role play mentoring and precepting others.• During staff relief choose one day to role play the mentor/preceptor. Write down the

qualities/ attributes that you feel are needed to be a mentor/preceptor

CRDN 3.1 Perform the Nutrition Care Process and use standardized nutrition language for individuals, groups and populations of differing ages and health status, in a variety of settings

Patient Care plans completed and documentation on a variety of disease states and populations

Observations of diet interviews done by preceptors. Have preceptors complete 5 patient interview/diet instruction evaluations on intern

Interview patients/clients and gather information appropriately to complete an assessment and subsequent direction of nutritional needs.

Chart as is appropriate in the clinical or community setting. Use electronic charting appropriately Use charting in the medical record appropriately Counseling of Patients and documentation in medical record

CRDN 3.2 Conduct nutrition focused physical exams Conduct nutrition focused physical exams (NFPE) on assigned patients. Conduct Nutrition Focused Physical Exam and apply findings to the ASPEN

Malnutrition guidelines to Diagnose severity of malnutrition to capture proper diagnostic coding for patients.

CRDN 3.3 Demonstrate effective communication skills for clinical and customer services in a variety of formats and settings

Interviewing and counseling of patients/clients Attend and participate in Health Care Team Rounds Classes taught and materials developed for patients/clients Chart notes for patients/clients

CRDN 3.4 Design, implement and evaluate presentations to a target audience • Provide nutrition counseling to at least children, adolescents, adults, elderly, adults,

and pregnancy. Prepare lesson plan, educational material, and evaluation method (consider life experiences, cultural diversity and educational background)

Provide nutrition counseling to individuals with diabetes, renal disease, GI diseases, heart disease, etc.

Create appropriate education materials, conduct and evaluate an in-service training for employees.

Use the AND Evidence-Based Library and develop a written patient / client material in a clinical or community setting.

Participate in counseling for acute and non-acute conditions with patients/clients in a

33


variety of age groups and cultures.CRDN 3.5 Develop nutrition education materials that are culturally and age appropriate and designed for the literacy level of the audience.

Analyze existing educational materials (complete analysis of 4 (2 inpatient) resource materials utilized by facility. Assess appropriateness of the material for patients using the Assessment Checklist.

CRDN 3.6 Use effective education and counseling skills to facilitate behavior change Utilize effective counseling skills to identify at least 3 changes a patient or client can

make in diet to assist with life style change Observe and participate when appropriate in the inpatient arena in counseling

individuals on a medical nutrition therapy intervention Create appropriate education materials, conduct and evaluate an in-service training for

employees. Use the AND Evidence-Based Library and develop a written patient / client material

in a clinical or community setting. Participate in counseling for acute and non-acute conditions with patients/clients in a

variety of age groups and cultures.CRDN 3.8 Deliver respectful, science-based answers to client questions concerning emerging trends.

Patient/Client interactions in interviewing or counseling sessions Identify an emerging trend of concern for consumers and develop a client/patient fact

sheet to answer commonly asked questions.CRDN 4.4 Apply current nutrition informatics to develop, store, retrieve and disseminate information and data

Utilize electronic charting technology Review and discuss with preceptor computer resources and applications specific to

clinical dietetics, i.e., patient medical charts, laboratory data, financial management

CRDN 4.9 Explain the process for coding and billing for nutrition and dietetics services to obtain reimbursement from public or private payers, fee-for-service and value-based payment systems

Participate in coding and billing process Participate in billing functions for nutrition services with clinical nutrition manager or

other responsible individual.

CRDN 4.10 Analyze risk in nutrition and dietetics practice. Gather and analyze all the information relevant to the risk of harm in a clinical setting.

Then, analyze the situation to find the source or sources of risk. Assess all potential protective factors and explore the best solutions to mitigate risk.

Some might already be in place or you may need to develop a new protective factor, such as, an advanced practice skill, a policy or standard.

Apply the most relevant protective solutions for the delivery of safe, competent, and timely client-centered dietetic services.

Reflect on and assess the experiences, processes and protective outcomes. This may

34


mean challenging previous responses and decision-making to identify any cumulative impact.

NT/HP 3. Interpret and incorporate current research in teaching instructional methods.

Utilize current research in developing health promotion/wellness and educational materials and lesson plans

Utilize current research and incorporate age and developmental level of the patients/clients, the subject-matter content

NT/HP 4 Create effective nutrition education messages which are likely to result in behavior change

Create effective nutrition education messages and materials for use with inpatients

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Comments:



Signature of Preceptor: ____________________________________ Date: _______________

36

MSU Dietetic Internship2017 Staff Relief Evaluation Intern:

Week of Staff Relief: 1 2 Beginning/Ending Dates of Evaluation Period: From To

Intern’s Goal for the Week: To be determined by the intern at the beginning of each week To be reviewed with the primary cosigning/evaluating preceptor prior to starting the rotation

Goal:

Preceptor Evaluation Please provide written feedback(strengths/weaknesses) for the areas listed below related to the intern’s performance during the evaluation period To be completed by the primary/cosigning preceptor each week during staff relief To be completed and reviewed with the intern prior to the start of the assignment following the evaluation period A minimum of one evaluation form should be completed each week with a maximum of two per week

Productivity

Time Management

Medical Nutrition Therapy

Communication

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Dietetic Intern Evaluating Preceptor Dietetic Internship Director

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PRECEPTOR PROGRAM EVALUATION

1. Organization and scheduling

A. Suggestions for change –

B. Was each rotation long enough?

2. Staff relief

A. Was staff relief long enough?

B. Were students prepared for staff relief? Were students able to accomplish the necessary tasks in appropriate time frames? Please provide suggestions for change.

3. Student preparation/knowledge

A. Were students adequately prepared for your rotation? What did you do to evaluate preparation or help the student become prepared?

B. In what areas were students most prepared?

C. In what areas were students least prepared?

D. Do you think the students work/knowledge was improved by: Orientation Basic Training? By the Study Guides? Suggestions for improvement.

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Please comment regarding students’ knowledge/application of:

A. Nine-Step Nutritional Care Process

B. Diagnosing

C. Physical Exam skills

4. Evaluations

Please comment on the evaluation process. Include any suggestions regarding timing of evaluations, frequency, content, suggested changes.

5. Projects, assignments

Please comment about:

A. Student presentations

B. Special projects

C. Case studies

D. Study guides

E. Reports

6. Miscellaneous

A. Please make any comments regarding the DI Director – i.e. availability, guidance, willingness to assist, etc. Please include suggestions for

improvement.

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B. Please comment about overall program coordination – did you have the information you needed, etc.?

C. What suggestions/ideas do you have regarding:

Increasing instructional opportunities Other activities that need to be included as an assignment or experience Involvement with other disciplines/medical professionals

D. Did you receive any comments/feedback from other medical professionals/personnel about our students/program?

E. Anything else??

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