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Resources & Support

Resources & Support

Program Contact

Dr. Tiffany Sterling, EdD, RD, LD, FAND
Director, Coordinated Program in Dietetics
College of Nursing and Health Professions

PO Box 910
State University, AR 72467

Office: 870-680-8598
Email: dietetics@astate.edu

Dietetics Preceptor Training Program
  • The Accreditation Council for Education in Nutrition and Dietetics preceptor training web site is https://acend-s-school.thinkific.com/courses/preceptor-training-course
  • Enrollment is free.
  • You do not have to be a DTR or RD to use this training program.
  • This is a FREE course with eight (8) CPEUs.
  • There are eight modules that include:
    • Preparing for your role as a preceptor
    • Planning for student learning
    • Facilitating student learning
    • Assessing student learning
      • Students like feedback, and they often identify it as one of the most important qualities of a good preceptor.
      • Students who receive regular feedback about their performance are likely to perform significantly better, develop better judgment, and learn faster than students who do not.
    • Communicating effectively
    • Managing your time
    • Keeping current
    • Discussions and preceptor advice on rotation activities
  • You may download or print a certificate for your records.
Characteristics of Effective Preceptors Self‑Assessment

Instructions: First, read and rate yourself on each characteristic listed below by placing an “x” in one of the four rating boxes. Then, for each characteristic rated at Sometimes or Never, develop an action plan for how you will practice in these areas.

Characteristic Always Usually Sometimes Never
Is Organized and Focused
I pre‑plan precepting learning activities        
I am prepared for precepting activities        
I am on time for precepting activities        
I take the time to explain concepts fully and clearly        
I am careful and precise in answering questions        
I summarize major learning points        
I focus on the identified learning objectives        
I identify what I consider most important        
Values Student‑Preceptor Interactions
I encourage discussion        
I invite students to share knowledge, experiences, and opinions        
I welcome and encourage questions        
I use eye‑contact with my students        
I clarify thinking by identifying my reasons for questions        
I can tell if the student understands me or not        
I have interest and concern in the quality of my precepting        
I encourage active learning        
Is Dynamic and Enthusiastic
I am enthusiastic about my professional responsibilities, including precepting        
I vary the speed and tone of my voice        
I use humor appropriately with students        
I have an interesting style of presentation/teaching        
Relates Well to Students
I have a genuine interest in students        
I respect students as persons        
I attempt to relate to students as individuals        
I adapt to the differences in individual students        
I am valued for advice beyond that directly related to the supervised practice experience        
I am accessible to students        
I am approachable and friendly        
Uses an Analytical Approach
I discuss recent developments in the field        
I discuss points of view other than my own        
I share the origins of my ideas and concepts        
I provide references for interesting and involved points        
I explain why the student’s work is correct or incorrect        
I have students apply concepts to demonstrate understanding        
I provide constructive and timely feedback        
Is Competent and Confident