Transcript Clinical ("Real World") Mentoring – Training a Dietetic Intern While at Work Alana D.

Clinical ("Real World")
Mentoring – Training a
Dietetic Intern While at
Work
Alana D. Cline, PhD, RD
Program Director, UNC Dietetic Internship
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So, Do You Really Want to Do
This Precepting?
• “There is no more noble occupation in
the world than to assist another human
being –– to help someone succeed.”
Alan Loy McGinnis
• “If you don’t invest very much, then
defeat doesn’t hurt very much and
winning is not very exciting.” Dick
Vermeil
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Some Tools for Preceptors
Teaching “Clinically”
1) Know what a “good” preceptor really is.
2) Know the limitations and strengths of
interns.
3) Use a model for the teaching of
knowledge application and use.
4) Additional thoughts and strategies.
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1) A “Good” Preceptor:
• Demonstrates enthusiasm and patience;
shows respect for people of all
backgrounds.
• Remembers interns are preparing for
entry-level work; participates in own
professional enhancement regularly.
• Is honest, self-confident & willing to
demonstrate skills for the intern.
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1) A Good Preceptor (cont.):
• Challenges intern performance by giving
them responsibility.
• Is specific with praise and appropriate
feedback.
• Honors the interns’ efforts.
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2) Limitations and Strengths of
Interns:
• They are intelligent with LOTS of book
knowledge; they have different modes of
learning – visual, auditory, practical.
• They have an untested work ethic; they
may not know how to prioritize work or
manage time; they may be unsure of
their abilities.
• They may not understand the limitations
imposed by reality; they are idealistic. 11/6/2015
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2) Limitations and Strengths of
interns (Cont.):
• They may have limited client/patient
contact; limited management and
foodservice experience; limited team
experiences, therefore limited skills;
limited communication skills.
• Don’t assume a MS or PhD intern has
more advanced clinical or administrative
skills. It is often not the case.
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A Model for Teaching the
Application and Use of
Knowledge:
• DR. FIRM (PICHERT, P. 465-479)
– D: demonstration, presentation, problem
solving.
– R: rehearsal of content.
– F: feedback and correction.
– I: independent practice.
– R: review.
– M: motivate to persevere.
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A Model for Teaching (cont.)
• Demonstration: Allow intern to observe
the professional at work. Discuss
problem-solving techniques.
• Rehearsal: Practice with the intern the
skills they need to have ready.
• Feedback: Be open, corrective and
specific. Give hints for efficiency,
thoroughness. Quiz the intern,
emphasize thoroughness.
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A Model for Teaching (cont.)
• Independent Practice: Assign deadlines
for specific tasks, shorten deadlines as
intern progresses. On smaller tasks,
allow intern to “sink or swim”.
• Review: Have intern demonstrate tasks.
Identify strengths and weaknesses. Don’t
assume anything, request rehearsal
again if needed.
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A Model for Teaching (cont.)
• Motivate:
– Explain why good and conscientious work
makes a difference; and to whom it matters.
– Help intern to learn:
• How to collect data.
• How to interpret and synthesize findings.
• How to formulate alternative management
plans.
• How to evaluate the effect of action taken.
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Additional Thoughts and
Strategies
• Create a learning environment:
– Where Interns can make a mistake without
fear of reprisal.
– Where Interns are expected to solve
problems and receive feedback for their
efforts.
– Where you as the Preceptor know the
difference between “need to know” vs. “nice
to know” in order for the intern to truly be at
entry-level.
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Additional Thoughts and
Strategies (cont.)
• Evaluation:
– Should be ongoing during the process of
rotation experience and frequent to help
modify skills and behaviors.
– Should be at the end of the rotation
experience to determine what expectations
have been met and what skills and behaviors
need to be strengthened in future activities.
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Additional Thoughts and
Strategies (cont.)
• Handling difficult situations; CAUSES:
– Inadequate knowledge prior to the rotation.
– Skill deficiencies (unable to translate theories
to treatment).
– Personality difficulties (poor communication
and interpersonal relationships).
– Situational difficulties (ex: intern’s parent
died of cancer, intern avoids working
w/cancer patients).
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Additional Thoughts and
Strategies (cont.)
• Handling difficult situations;
STRATEGIES:
– First, remember that rotations can be
adapted as long as the intern learns the
desired competency.
– Be realistic about expectations of intern.
– I.D. problems early; deal with them early.
– Interns need to know consequences of their
actions for clinical outcomes (patient, staff,
department) and for their place as an intern.11/6/2015
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Additional Thoughts and
Strategies (cont.)
• Handling difficult situations;
STRATEGIES:
– Frequent, ongoing evaluation provides the
forum for discussion of problems as well as
positive feedback.
– In discussion, be specific and to the point.
– Clearly spell out rules and expectations.
– Try to I.D. positive in intern to provide a
foundation on which to build improvement.
– Talk with the intern about situations that
make them apprehensive.
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Additional Thoughts and
Strategies (cont.)
• Handling difficult situations;
STRATEGIES:
– Provide sources of additional information
outside of the rotation.
– Remember also: Without you as a preceptor
there could not be dietetic practice
programs. You have an enormous impact on
the education of aspiring practitioners. Your
efforts ARE APPRECIATED!!!
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Last But Not Least
• Use the Program Director as a resource
for yourself.
– I will do my best to clarify the internship
process.
– I am here to support your efforts and
advocate for both you and the intern.
– My goal is success for everyone involved in
the program. Your efforts should pay off for
you too.
– “Success comes from knowing that you did
your best to become the best that you are
capable of becoming.” --- John Wooden.
•Back to Preceptors’ Page
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