Preceptors’ Perception of Students in Supervised Practice

Abstract

LEARNING OUTCOME: Identify preceptors’ suggestions for improving student success in the supervised practice setting Supervised practice instruction is a valuable component of undergraduate dietetic education and post-graduate internship programs. The practice setting offers opportunities for learning experiences not always feasible in the classroom. The purposes of this study were to identify preceptors’ expectations of dietetic students in the supervised practice setting and the perceived effect of health care restructuring on the preceptor role. The study was also designed to identify preceptors’ views on the purpose of clinical education as well as what advice they would give students entering the clinical setting. An open-ended critical incident questionnaire was distributed to dietetics preceptors at a large urban university. Data analysis involved examining the discrete incidents for common elements. An overwhelming majority (98%) of respondents indicated they expected basic technical skills from students entering the clinical setting. Estimating calorie needs, commonly utilized lab values, and basic diet therapy were among the specific responses. Communication skills (30%) and professional behavior (23%) were also considered expected student skills. Preceptors reported having less time with students (63%) and increased responsibility (25%) as a result of health care restructuring. Frustrating preceptor experiences included low student motivation (40%) and poor personal and professional behavior (21%). Being proactive, positive, and a self starter were included by over half of the respondents as advice they would give students beginning supervised practice as a facilitator of success. Translating theory into practice (63%) was cited as the primary purpose of clinical education. The results of this study identify specific areas of preparation for dietetic students entering the practice setting, as well as the need for preceptor rewards and supports.