Desired skills and attributes for dietitian preceptors.
18 Aug 2010-Canadian Journal of Dietetic Practice and Research (Dietitians of Canada)-Vol. 71, Iss: 3, pp 134-138
TL;DR: There is a need for further development of dietitian preceptor training, as well as for further research specific to dietetic interns' needs.
Abstract: We examined the research literature to determine the skills and attributes that dietetic interns desire in clinical preceptors. A search of three databases produced little information specific to dietetics. Literature on preceptors in other health disciplines identified preceptor attributes that students in clinical placements value. We were able to cluster the data from these studies into four themes: knowledge and experience, personal characteristics, teaching skills and attitudes, and interpersonal relationships. This review suggests a need for further development of dietitian preceptor training, as well as for further research specific to dietetic interns’ needs.
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TL;DR: It is suggested that the attitude of the practice educator towards the student is one of the key factors that underpin the success of practice experience across allied health professions.
28 citations
TL;DR: The key influencing factor in participants’ decision to pursue dietetics was the perceived congruence between dietetics and other aspects of their lives, including early interests and experiences, career aspirations, and social networks.
Abstract: Purpose: To elucidate the complex phenomenon of dietitian professional socialization, we examined factors that influence people’s decisions to pursue a career in dietetics and how education and training processes influence the professional socialization of dietitians. Methods: Participants (n=12) had less than three years of work experience and included alumni from three Canadian universities representing different models of entry to practice. Three one-on-one interviews were conducted with each participant. Results: The key influencing factor in participants’ decision to pursue dietetics was the perceived congruence between dietetics and other aspects of their lives, including early interests and experiences (sports, food and cooking, an eating disorder), career aspirations (science, health care), and social networks (the desire to be a professional). A pivotal experience during high school or while enrolled in or after graduation from another program prompted participants’ awareness of and subsequent de...
21 citations
Dissertation•
01 May 2016
TL;DR: These experiences included strong and complex emotional responses and correspondingly complex strategies to cope, which enabled dietitians to protect themselves, colleagues, and patients and expanded the concept of professionalism within dietetics.
Abstract: Background
Artificial nutrition and hydration (ANH) is the provision of nutrition and/or fluid via artificial means into the gut or into the blood. Decisions about ANH can be difficult and emotive. Dietitians assess patients to recommend whether ANH is indicated, and manage patients once ANH has begun. This research aimed to give voice to dietitians’ experiences of their involvement in decision-making about ANH, by exploring dietitians’ perceptions of their role and exploring how different contexts influenced dietitians’ experiences of decision-making about ANH.
Methods
Sixteen dietitians were interviewed twice for a qualitative phenomenological study which explored their experiences of decision-making related to ANH. The transcribed interviews were analysed using an interpretive phenomenological framework.
Findings
Three themes emerged from the data: ‘so much more than just deciding on a feed’; ‘wanting to be heard’; and ‘the emotional roller coaster’. Professional autonomy, being recognised as an expert, and wanting to be involved in decisions were important for all participants. Some participants were involved in decision-making and some implemented decisions made by others. When their professional expertise was not recognised, the emotional experiences were negative. Emotional labour and moral distress were displayed by some. Professionalism was shown by speaking out and acting as moral agents. Some believed that their emotions should not be shown. None of these experiences have been reported by UK dietitians before.
Conclusions
This study contributes rich and complex new knowledge to the understanding of dietitians’ experiences. These experiences included strong and complex emotional responses and correspondingly complex strategies to cope, which enabled dietitians to protect themselves, colleagues, and patients. Professional identity and challenges to their professionalism were also important aspects of their experiences. This research has expanded the concept of professionalism within dietetics. Implications for practice include the need to develop emotional intelligence and for dietitians to raise their profile by building strong collaborative partnerships with healthcare staff to facilitate their professionalism. Guidance on ethical decision-making for dietitians is required.
20 citations
TL;DR: The authors explored the student perception of competency development in nutrition and dietetics and the perceived impact of pre-placement preparation, the clinical placement learning environment, and learning exposures and supervision on this.
Abstract: Aim: The aim of the present study was to explore the student perception of competency development in nutrition
and dietetics and the perceived impact of pre-placement preparation, the clinical placement learning environment,
learning exposures and supervision on this. Methods: A qualitative investigation using semistructured interviews with 26 graduate students who had recently
completed their final clinical placement, recruited purposively from three Australian universities was employed.
Thematic analysis of the interview transcripts and triangular analysis of data was undertaken by the research team,
with a mix of descriptive and interpretive analysis. Results: Students across all three universities generally described the placement experience as intense, personally
challenging and a steep learning curve. Students felt they had adequate theoretical knowledge prior to placement
but were less prepared for the practical application of their skills in a clinical setting. The learning environment
varied across placement sites, with physical, organisation and social environmental factors all contributing to the
students reported pathway to confidence and competence in practice. The style of supervision and supervisory
practices varied considerably and emerged as a significant factor impacting on competency development. Conclusions: Nutrition and dietetic students appear to have a hierarchy of psychosocial and educational needs that
need to be met in the placement environment in order to achieve competency. The present study provides a
framework for enhancing the student experience and the effectiveness of clinical placements as a component of
dietetic workforce preparation.
18 citations
Dissertation•
01 Jan 2016
TL;DR: A thesis submitted to the Faculty of Health Sciences, University of Witwatersrand, in fulfilment of the requirements of the degree of Doctor of Philosophy.
Abstract: A thesis submitted to the Faculty of Health Sciences, University of Witwatersrand, in fulfilment of the requirements of the degree of Doctor of Philosophy.
Johannesburg, 2016
11 citations
References
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TL;DR: Findings indicate that Diploma students quickly lose their idealistic view of their mentor and over time develop an insight into the qualities they perceive are required of an effective mentor.
Abstract: Parker and Carlisle (Journal of Advanced Nursing 24, 771-778) argue that there is a scarcity of empirical research focusing on issues such as supernumerary status and mentorship in Project 2000 courses from the students' perspective. This paper presents the findings of a longitudinal cohort study using Grounded Theory to discover the effect(s) of mentorship on student nurses following the introduction of the 1992 programme of education leading to a Diploma of Higher Education in Nursing and registration with the United Kingdom Central Council (UKCC). The cohort consisted of 10 students from a large Scottish College of Nursing & Midwifery who were interviewed on five occasions during the three years of their course. Students also kept a diary to record their thoughts and experiences regarding mentorship during their practice placements. In addition, a further seven students volunteered to participate by diary only. Data were analysed with the aid of NUD.IST and subjected to the constant comparative method of analysis. Findings indicate that Diploma students quickly lose their idealistic view of their mentor and over time develop an insight into the qualities they perceive are required of an effective mentor. Students quickly become aware of the importance of choosing good role models and learning their own mentor's likes and dislikes as they realize this impinges on the outcome of their assessment. As students move into their Branch programme, a gradual distancing from their mentor is evident. This coincides with a development in their confidence, skills and a holistic perspective of care.
317 citations
TL;DR: The research findings enabled the development of an evaluative model of preceptorship, which highlights the intrinsic and extrinsic factors impacting on the preceptor role.
174 citations
TL;DR: The student-mentor relationship is a complex one, which can be rewarding as well as problematic at times and the mentor should receive the support necessary to enhance student learning.
Abstract: The student-mentor relationship is a complex one, which can be rewarding as well as problematic at times. Mentors want to provide a valuable practice experience for students but are constrained by multiple demands and limited resources. The mentor's role is paramount in student assessment and the mentor should receive the support necessary to enhance student learning.
137 citations
TL;DR: This article aims to help both experienced and new preceptors become more effective teachers while maintaining their clinical workloads by reviewing role expectations and role strain factors for student, faculty, and preceptor.
121 citations
TL;DR: The advanced program is a means of reward and recognition for preceptors in the various surgical services areas and the programs are designed for nurses and other staff involved in precepting new employees.
Abstract: Preceptor preparation is critical to the success of all orientation programs. This article focuses on the purposes of preceptor preparation and a series of programs developed for the staff of Surgical Services. The programs are leveled and focus on basic and advanced concepts. The advanced program is a means of reward and recognition for preceptors in the various surgical services areas. The programs are designed for nurses and other staff involved in precepting new employees.
72 citations