Preceptor Training & Luncheon
March 10, 2016
Respect, Reward, Recognize
Respect, Reward, Recognize

You, the preceptor, are my partner in the education of dietetic interns. My goal is to have you actively participate
in the continuous quality improvement process surrounding the UCA Dietetic Internship (DI).Your input
regarding the interns, scheduling, rotations, assignments, etc. is essential to the success of this internship. I
RESPECT your expertise and welcome your feedback on a continuous basis, both through informal and formal
means.

The UCA Dietetic Interns must demonstrate professional attributes including timeliness, organization, RESPECT,
a positive attitude, motivation, open-mindedness, flexibility, and patience. Interns must always be RESPECTFUL
of your willingness to precept and understand that your full-time commitment and priority to providing patient/client
care and/or high-quality food and nutrition services is in addition to precepting.

In an effort to REWARD you for your time and to make the precepting of UCA dietetic interns as efficient and
seamless as possible, we host a preceptor training and luncheon each spring. Additionally, we strongly
recommend that all preceptors complete the on-line CDR Dietetic Preceptor Training Course.

Each August at the Dietetic Intern Graduation Reception, preceptors will be RECOGNIZED for
their contribution to the UCA DI program. Interns will nominate preceptors in each of three
areas: Community, Clinical, and Foodservice. These preceptors will also be nominated for the
AND Outstanding Preceptor Award.
History of the UCA DI
 Housed in Department of Family & Consumer Sciences,
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College of Health & Behavioral Sciences
1991: Established as an AP4 program
1998: Awarded DI status
2011: Awarded continued accreditation for 10 years
2015: Approved for pre-select option and PhD  RD ISPP
Mission
 The mission of the UCA Dietetic Internship is to provide a
high quality program in dietetics, dedicated to assisting
interns with development of needed skills for the varied roles
of the dietitian in today’s society by providing a supervised
practice component which ultimately culminates in
registration eligibility with the Accreditation Council for
Education in Nutrition and Dietetics (ACEND).
 Interns will be provided opportunities to develop expertise
in nutrition therapy, community nutrition, foodservice
systems management, and business/entrepreneur
competencies while developing professional attitudes
and competent professional behavior.
Goals
 The dietetic internship implements its mission through the
establishment of the following program goals:
 1. Prepare graduates to be competent, professional
entry-level dietitians.
 2. Provide graduates with a basic knowledge of a broad
range of career opportunities in the field of dietetics.
 3. Prepare graduates for employment in community
health and/or community nutrition programs.
ACEND Requirements
• The Accreditation Council for
Education in Nutrition and
Dietetics defines 23 standards
for Dietetic Internships.
• Five of these 23 standards
involve preceptors.
Eligibility for ACEND Accreditation
1. Program Characteristics and Finances
2. Title IV Compliance for Free-Standing Programs
3. Consortia
Program Planning and Outcomes Assessment
4. Program Mission
5. Program Goals
6. Program Objectives
7. Program Assessment
8. On-going Program Improvement
Curriculum & Student Learning Objectives
9. Program Concentrations
10. Curricular Mapping
11. Learning Activities
12. Curriculum Length
13. Learning Assessment
14. On-going Curricular Improvement
Program Staff and Resources
15. Responsibilities of the Program Director
16. Faculty and Preceptors
17. Continuing Professional Development
18 Program Resources
19. Supervised-Practice Facilities
Students
20. Student Progression and Professionalism
21. Student Complaints
22. Information to Prospective Students and the Public
23. Policies and Procedures
Standard 10: Curricular Mapping
 The program must map its curriculum around ACEND’s
Core Knowledge and Competencies using sound educational
methodology to prepare graduates to enter dietetics practice
in any setting and produce optimal client or patient
outcomes.
Guideline 10.1
 a.
The curriculum map must identify didactic and supervised practice course(s) that
interns will complete to meet each of the Core Knowledge and Competencies, including
the Support Knowledge and the Concentration Competencies defined in Standard 9,
Program Concentrations.
 b.
The curriculum map must include supervised practice experiences that
occur in various settings or practice areas to achieve the competencies in a manner
appropriate for implementing the curriculum. Programs should include such areas as
acute care, extended care, public health/community, prevention and
wellness, and food service, but may also include other areas such as
education, research, informatics, genetics/genomics, management,
consultation, and so on.
 c.
The curriculum map must sequentially and logically organize the progression of
didactic and supervised practice courses from introductory to more advanced
learning activities and build on previous knowledge or experience to achieve the
expected depth and breadth of knowledge and competency by completion of the
program.
 d.
The curriculum map must culminate in experiences (such as planned
staff experience) to demonstrate entry-level competence.
Evidence
Guideline 10.1
Evidence
a.
Curriculum map shows all ACEND required competencies met (see below)
b.
Curriculum map shows all ACEND required settings and practice areas (see below)
c.
Foodservice management progression: general management functions  school foodservice staff training.
Clinical progression: general medicine, wellness, WIC, LTC, pediatrics  diabetes, renal  critical care, nutrition
support  staffing.
d.
Two week school foodservice staffing at the end of the first summer.
Two week clinical staffing at the end of the second summer.
Semester 1 (First Summer)
FACS 5315 Nutrition Services Practicum I (3
hours) & Foodservice Rotations
FACS 5316 Nutrition Services Practicum II
(3 hours) & Foodservice Rotations
FACS 5317 Community Nutrition Practicum
(3 hours) & Community Rotations
FACS 5321 Nutrition Services
Administration (3 hours) & Management
Rotations
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CRD 2.13
CRD 2.12
CRD 2.11
CRD 2.10
CRD 2.9
CRD 2.8
CRD 2.7
CRD 2.6
CRD 2.5
CRD 2.4
CRD 2.3
CRD 2.2
CRD 2.1
CRD 1.5
CRD 1.4
CRD 1.3
CRD 1.2
Courses & Rotations
CRD 1.1
Curricular Map
X
X
X
X
X
X
X
X
X
Semester 2 (Fall)
X
FACS 5324 Nutritional Assessment (3 hours)
X
Research Rotation
X
X
Community / Public Health Rotations
X
X
X
Semester 3 (Spring)
NUTR 6335 Nutrition Counseling (3 hours)
& Wellness Rotations
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
LTC Rotation
X
Community Rotations
X
Public Policy Rotation
Semester 4 (Second Summer)
FACS 5318 Clinical Nutrition Practicum (3
hours)
FACS 6313 Diet Therapy (3 hours) & Acute
Care Rotations
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CRD 4.11
X
CRD 4.10
X
CRD 4.9
X
CRD 4.8
X
CRD 4.7
X
CRD 4.6
X
CRD 4.5
X
CRD 4.4
X
CRD 4.3
X
X
X
Semester 2 (Fall)
FACS 5324 Nutritional
Assessment (3 hours)
X
X
X
Research Rotation
Community / Public Health
Rotations
X
Semester 3 (Spring)
NUTR 6335 Nutrition
Counseling (3 hours) &
Wellness Rotations
X
X
X
X
X
X
X
X
X
X
LTC Rotation
X
Community Rotations
X
X
X
X
Public Policy Rotation
Semester 4 (Second Summer)
FACS 5318 Clinical Nutrition
Practicum (3
hours)
FACS 6313 Diet Therapy (3
hours) & Acute Care
Rotations
CRD 4.2
CRD 4.1
CRD 3.6
CRD 3.4
CRD 3.3
CRD 3.5
Semester 1 (First Summer)
FACS 5315 Nutrition Services
Practicum I (3 hours) &
Foodservice Rotations
FACS 5316 Nutrition Services
Practicum II (3 hours) &
Foodservice Rotations
FACS 5317 Community
Nutrition Practicum (3 hours)
& Community Rotations
FACS 5321 Nutrition Services
Administration (3 hours) &
Management Rotations
CRD 3.2
CRD 3.1.e
CRD 3.1.d
CRD 3.1.c
CRD 3.1.b
CRD 3.1.a
Courses & Rotations
CRD 3.1
Curricular Map
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Standard 11: Learning Activities
 The program’s curriculum must provide learning activities to
attain all the competencies defined to enter practice as a
registered dietitian.
Guideline 11.1
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a.
Learning activities must prepare interns for professional practice with patients/clients with
various conditions, including, but not limited to overweight and obesity, diabetes, cancer;
cardiovascular, gastrointestinal and renal diseases.
b.
Learning activities must prepare interns to implement the nutrition care process with
various populations and diverse cultures, including infants, children, adolescents, adults,
pregnant/lactating females and the elderly.
c.
Learning activities for interns must develop collaboration, teamwork, problem-solving,
critical- thinking and self-assessment skills; and personal and professional attitudes and values,
cultural competence, leadership and decision-making skills. AKA soft skills
d.
Learning activities must use a variety of educational approaches (such as field trips,
role-playing, simulations, problem-based learning, classroom instruction, laboratory experiences)
necessary for delivery of curriculum content, to meet learner needs and to facilitate learning
objectives.
e.
Learning activities must include opportunities for interns to participate in
interdisciplinary learning activities.
f.
Learning activities must be documented in course syllabi and supervised practice rotation
descriptions with clearly defined objectives reflecting the breadth and depth of didactic and
supervised practice course content and expected student performance.
Evidence
Guideline 11.1
Evidence
a.
Rotations include counseling, critical care, diabetes, general medicine, nutrition support, renal, weight management, and
wellness.
b.
ADIME charting required in all courses and by most practice sites.
Rotations include LTC, pediatrics, and WIC.
c.
Interns work with Chefs and foodservice staff, community nutrition professionals, and all members of the health care team
(physicians, nurses, pharmacists, therapists); conduct grocery store tours, cooking classes, patient education / support
groups; professional development portfolio including ethics and values; foodservice and clinical staffing.
d.
Approaches include classroom instruction, online modules (Molly Kellogg, CITI, WIC), and counseling role-playing.
e.
All rotations involve interdisciplinary learning activities including foodservice management, Cooperative Extension, Senior
Citizen’s Centers, DHS, clinical rotations (e.g., patient rounds, discharge planning).
f.
Course syllabi and rotation evaluations document learning activities as defined by ACEND.
Standard 16: Faculty and Preceptors
 The program must have a sufficient number of qualified
faculty and preceptors to provide the depth and breadth of
learning activities required in the curriculum and exposure
to the diversity of practice.
Guidelines
Guideline 16.1
 In addition to the program director, other full-time or adjunct faculty (such as
practitioners) must teach profession-specific courses in the program
Guideline 16.2
 a.
Program faculty, including the program director, must meet the
college/university’s criteria for appointment, if the program is sponsored by a
college/university.
 b.
Preceptors must be credentialed or licensed as appropriate to meet state and
federal regulations for the area in which they are supervising interns.
 c.
The program must have a process for the periodic review of the effectiveness
of faculty and preceptors.
Guideline 16.3
 a.
New faculty members, instructors, and teaching assistants must be provided an
orientation to the mission, goals, values, and educational philosophy of the dietetics
program
 b.
Preceptors must be provided orientation to the supervised practice
objectives and professional competencies before assuming responsibilities
Evidence
Guideline 16
16.1
Evidence
Program Director teaches:
First Summer – Management Emphasis
Summer I (6 hours): FACS 5315 Nutrition Services Practicum I
FACS 5316 Nutrition Services Practicum II
Summer II (6 hours): FACS 5317 Community Nutrition Practicum
FACS 5321 Nutrition Services Administration
Fall between Summers (3 hours): FACS 5324 Nutritional Assessment
Spring between Summers (3 hours): NUTR 6335 Nutrition Counseling
Second Summer - Clinical Emphasis
May Intersession (3 hours): FACS 5318 Clinical Nutrition Practicum
10-Week (3 hours): FACS 6313 Diet Therapy
Preceptors teach:
Pediatric Orientation, WIC Orientation
16.2
16.3
PD meets UCA’s criteria for appointment (RDN credential, PhD, clinical experience).
All preceptors are credentialed by CDR and have experience in their area of supervised practice.
PD receives student evaluations at the end of each academic course as well as evaluation by interns
at mid-point and end of the internship. Interns evaluation preceptors and rotation sites at the end of
each rotation.
New faculty orientation includes the mission, goals, values, and educational
philosophy of the dietetics program. Preceptor orientation and handbook includes
supervised practice objectives and professional competencies before assuming
responsibilities.
Standard 17: Continuing Professional
Development
 Program faculty, including the program director and
preceptors, must show evidence of continued
competency appropriate to teaching responsibilities,
through professional work experience, graduate education,
continuing education, research or other activities leading to
professional growth and the advancement of their profession.
Guideline 17.1
 a.
All faculty members should receive on-going training to
become proficient in the use of the program’s technology
and educational methodologies.
 b. All faculty members, including preceptors,
instructors, and teaching assistants should receive on-going
training based on evaluation by the program director
and feedback from interns.
 c. All faculty members, including preceptors, should
be familiar with the purpose of ACEND’s accreditation
process and intent of the standards.
Evidence
Guideline 17.1
Evidence
a.
UCA IDC provides on-going training regarding technology and educational methodologist. Faculty attend at least one
training each academic year.
b.
On-going training for preceptors include Spring Preceptor Symposium, DI Handbook, and intern evaluations (provided
in aggregate at the end of each academic term).
c.
ACEND Mission: ACEND ensures the quality of dietetics education to advance the practice of the profession.
ACEND Vision: ACEND is valued for advancing excellence in dietetic education.
ACEND Values: ACEND volunteers and staff exhibit the following values in their accreditation activities and
interpersonal interaction:
Objectivity—ACEND board members, program reviewers and staff evaluate all matters related to program evaluation
in a fair and unbiased manner.
Integrity—ACEND board members, program reviewers and staff demonstrate honest and ethical behavior in all
interactions, actions and decisions.
Accountability—ACEND board members, program reviewers and staff accept responsibility for assuring that ACENDaccredited programs provide education and experiences that meet all accreditation standards.
Respect—ACEND board members, program reviewers and staff treat all people with consideration, courtesy, and
dignity.
Standard 19: Supervised-Practice
Facilities
 The program must have policies and procedures to maintain
written agreements with institutions, organizations and/or
agencies providing supervised practice experiences to meet
the competencies.
 The policies and procedures must address the selection and
periodic evaluation of adequacy and appropriateness of
facilities, to ensure that facilities are able to provide
supervised practice learning experiences compatible with the
competencies that interns are expected to achieve.
Guideline 19.1
 a.
A program under the Didactic Nutrition and Dietetic
Education Program standards is not required to demonstrate
compliance with Standard 19 and its guidelines if it does not
provide supervised practice to its students.
 b. Agreements must be signed by administrators with
appropriate authority in advance of placing students/interns
 c. Agreements must delineate the rights and
responsibilities of both the sponsoring organization and
affiliating institutions, organizations and/or agencies
Affiliate Agreements Policy
 The master Memorandum of Agreement approved by the UCA
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Legal Council will be used for all potential rotation sites.
The potential site will review the agreement, discuss any potential
areas of conflict, sign the agreement and return to the Internship
Director.
Original, signed Memorandum of Agreements will be kept in a
filing cabinet in the director's office. Each site will be provided
with a signed copy of the Agreement.
The Memorandum of Agreement will be signed and filed with the
Internship Director prior to any intern beginning their rotation at
that facility.
The agreement is open-ended pending a 30-day written notice
from either party.
Preceptor Roles
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Planner – Preceptors serve as planners in a number of capacities. On a day-to-day basis, they are
responsible for planning the experiences and learning activities of the intern. In addition, they play
an integral role in the planning and modification of the curriculum and supervised practice
experience in conjunction with the DI team.
Role model – By exemplifying professional behaviors and the principles outlined in the Code of
Ethics, preceptors teach by example.
Information provider – By sharing relevant information in their area of expertise and staying
current with recent developments and research, preceptors serve as information providers and
assist interns with gathering the necessary information for competency development.
Facilitator of learning – Preceptors function as facilitators of learning by coupling experiences
and tools with guided questioning and feedback. In this manner, interns are able to develop critical
thinking and problem solving skills.
Resource developer – By guiding interns to the appropriate materials (current research,
protocols, practice guidelines, manuals, etc.) and other professionals that will assist interns in their
practice and professional development, preceptors serve as resource developers.
Assessors of learning – Preceptors serve as front-line evaluators of interns’ learning and
competence as they progress through the supervised practice rotation.
Preceptor Resources
 DI Director, Nina Roofe: nroofe@uca.edu
 Website: http://uca.edu/facs/programs/dietetic-
internship/preceptors/
 UCA DI Preceptor Handbook
 CDR: http://www.cdrnet.org/
 Community of AR preceptors
Why Be a Preceptor?
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Giving back to the profession—someone precepted for each of us
Shape the future of the profession
Networking and sharing of ideas
Excitement and energy of interns
CPEUs
 Spring Symposium (4 CPEUs)
 CDR Dietetics Preceptor Course (8 CPEUs):
http://www.cdrnet.org/news/online-dietetics-preceptor-trainingcourse-free-of-charge
 Molly Kellogg Counseling Modules (4 CPEUs)—request access code
from DI Director
 CHBS Webinars
 Torreyson Library on-site access
How to Give Effective Feedback
 Clear expectations lead to improved outcomes and
evaluations.
 Give Positive Feedback
Confronting
This is based on observable behaviors and facts:
Criticizing
This is based on feelings and perceptions:
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.
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.
Examples
DESCRIBE the intern’s behavior RATHER THAN JUDGE the intern.

“I saw you using the elevator. Remember to take the stairs when possible to keep the elevators uncongested.”
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Not, “Don’t be so lazy by taking the elevator”.
PROVIDE SPECIFIC FEEDBACK, NOT GENERAL.
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“You need to wear a hairnet when you are in the kitchen.”
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Not “You’re not prepared to work with your hair that way”.
PROVIDE CONCERN FOR the NEEDS OF both YOURSELF AND the INTERN.
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“I need to take a break from this situation. Please meet me in 30 minutes in my office and we will discuss the language you used with the cook.”

Not, “I don’t have time for this nonsense. Don’t be rude to the cook anymore!”
DIRECT FEEDBACK TO SPECIFIC BEHAVIOR which the INTERN CAN actually CHANGE.
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“The last time we met to evaluate your progress, I felt uncomfortable when you interrupted me and stood up and leaned toward me. Today when I
review your progress, I will appreciate your staying seated and not interrupting. You will be given time to tell me things you believe I do not know.”
The INTERN SOLICITS FEEDBACK.
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This is evidenced by the intern asking YOU how a specific situation or event or behavior was accomplished. This is an ideal situation—but not usually
what occurs.
TIME your FEEDBACK APPROPRIATELY.
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It should be as immediate as possible so that clarity is not lost.
CHECK YOUR UNDERSTANDING with the Intern TO ENSURE CLEAR OMMUNICATION.
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“I want to check that we have both arrived at the same conclusions about how you will fulfill this competency. Please reiterate for me the steps you will
take to complete this objective.”
Difficult Interns
 Although the UCA DI Director and Selection Committee screen and
select interns carefully, match them cautiously with each other and with
preceptors, and select only the very best, we do occasionally have a
difficult intern.
 Please respond to the difficult intern much the same as you respond to a
difficult employee. If there are specific behaviors you won’t tolerate
from your employees and staff, you should not tolerate them from the
interns.
 Include the UCA DI Director as necessary as you work with the difficult
intern, we must have documentation at all levels if we are expected to
take any action.
 Sometimes the action will include simply placing the intern in another
location---perhaps there is a personality conflict. Other times the action
will include terminating the intern’s participation in the program
entirely.
Thank-You!
 We would not have a program without YOU!
 Questions?