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Guidance for Preceptors

Orientation Checklist for Preceptors

Use this checklist to guide student orientation on the first day of supervised practice. Initial each item as completed.

  • Welcome & Introductions
    • Introduce student to staff and team members.
    • Provide tour of the facility (work areas, break rooms, restrooms, emergency exits).
  • Administrative Details
    • Confirm student schedule (start/end times, rotation length).
    • Review dress code and professional appearance expectations.
    • Explain parking, building access, and security procedures.
  • Policies & Procedures
    • Review facility policies (confidentiality, HIPAA/FERPA, safety, sanitation).
    • Discuss communication expectations (reporting absences, contacting preceptor).
    • Clarify use of phones, email, and personal devices during practice.
  • Learning Objectives
    • Review rotation-specific learning objectives and competencies.
    • Explain evaluation methods and timelines (verbal feedback, written evaluations).
    • Discuss student responsibilities for assignments and paperwork.
  • Work Environment
    • Explain daily workflow and expectations for participation.
    • Identify key resources (manuals, policies, reference materials).
    • Outline opportunities for observation, shadowing, and hands-on practice.
  • Safety & Emergency Procedures
    • Review emergency exits, fire alarms, and evacuation routes.
    • Explain procedures for reporting accidents or incidents.
    • Discuss infection control and food safety protocols.
  • Closing
    • Answer student questions.
    • Set expectations for the next day/week.
    • Confirm student understands orientation materials.

Tips for Supporting Students in Supervised Practice

  • Set the tone early
    • Welcome students warmly and provide a quick tour to reduce anxiety.
    • Share your own career path briefly to help students see the bigger picture.
  • Balance observation and hands-on practice
    • Allow students to shadow first, then gradually increase responsibility.
    • Use the “see one, do one, teach one” approach: observe → practice → explain back.
  • Make expectations explicit
    • Outline daily routines and priorities at the start of each week.
    • Share what “success” looks like in your setting (timeliness, accuracy, teamwork).
  • Provide feedback in real time
    • Correct small issues immediately and kindly — don’t wait until evaluations.
    • Pair constructive feedback with encouragement.
  • Encourage critical thinking
    • Ask “why” questions instead of giving answers outright.
    • Have students explain their reasoning before you share yours.
  • Model professional behavior
    • Demonstrate how you handle stress, conflict, or unexpected challenges.
    • Students learn as much from how you act as from what you teach.
  • Use micro-teaching moments
    • Take advantage of downtime to discuss a case or policy.
    • Short, informal teaching moments often stick better than long lectures.
  • Normalize mistakes as learning opportunities
    • Share a time you made an error and what you learned.
    • Remind students that supervised practice is the place to grow, not to be perfect.
  • Encourage reflection
    • Ask students to jot down one success and one challenge each day.
    • Review these together weekly to track growth.
  • Keep perspective
    • Remember students may be juggling coursework, personal life, and practicum stress.
    • A little empathy and flexibility goes a long way in building confidence.

Handling Difficult or Problem Situations

1. Absence or Tardiness

  • In the online graduate program, students work with their preceptor to establish their onsite schedule.
  • Students are responsible for ensuring they complete the required number of supervised practice hours by the end of the semester.
  • If a student cannot attend a scheduled onsite session, they must notify the preceptor in advance and communicate the absence to the Practicum Instructor shortly thereafter.
  • It is not the preceptor’s responsibility to inform the Practicum Instructor of a student’s absence.
  • All missed hours must be made up at the convenience of the preceptor, including those missed due to emergencies.
  • Absence and tardiness reflect poorly on professional behavior and work ethic and may result in corrective or disciplinary action.

2. Emergency Absence

  • In the event of an emergency, students must contact both the preceptor and the Practicum Instructor prior to the scheduled start time if they will be late or absent.

3. Inappropriate Dress

  • For many students, this may be their first experience dressing for a professional workplace.
  • While guidelines are provided, some issues may need to be addressed or reinforced directly by the preceptor.

4. Personal Phone Use

  • Students are instructed to use cell phones and electronic devices only as professional resources (e.g., textbook, calculator) or for family emergencies, unless otherwise permitted by the preceptor or facility policy.
  • Students should seek preceptor permission if an emergency call is necessary.
  • Full attention should remain on the supervised practice experience.

5. Negative, Disrespectful, or Unprofessional Behavior

  • Address inappropriate behavior promptly with clear expectations and timely correction.
  • Model appropriate professional conduct and explain why certain behaviors are required in specific circumstances.
  • If additional support is needed, consult the Practicum Instructor.

6. Excessive Knowledge Gaps

  • Discuss the student’s prior coursework and background; some material may not yet have been covered.
  • If students fail to recall previously taught information, they must develop a plan to review and strengthen their knowledge.
  • Preceptors are not expected to teach missing content. Contact the Practicum Instructor for assistance in helping the student create a remediation plan.
  • Addressing knowledge gaps is in the student’s best interest, as competency is required for passing the RD exam and entering practice.

7. Personality Conflicts

  • Occasionally, personalities may not align, even when no misconduct is involved.
  • In rare cases where conflicts interfere with the learning environment, discuss the situation with the Practicum Instructor to determine whether action or resolution is needed.

FERPA/privacy reminders

FERPA and Privacy Reminders

  • Confidentiality of Records
    • Student educational records are protected under the Family Educational Rights and Privacy Act (FERPA).
    • Do not share student grades, evaluations, or progress reports with anyone other than the student and the Practicum Instructor.
  • Professional Communication
    • Discuss student performance only in appropriate professional settings.
    • Avoid conversations about students in public areas or with individuals not directly involved in the program.
  • Electronic Privacy
    • Do not send identifiable student information via unsecured email or messaging platforms.
    • Use university-approved systems for submitting evaluations and documentation.
  • Access to Information
    • Only individuals with a legitimate educational interest should have access to student records.
    • Do not allow students’ files or evaluations to be viewed by unauthorized personnel.
  • Student Rights
    • Students have the right to review their own educational records.
    • Evaluation results should never be a surprise; provide timely feedback throughout the rotation.
  • Practical Reminders
    • Keep all student documentation secure (locked office, password-protected files).
    • Shred or securely dispose of any printed materials containing student information when no longer needed.

Professional Conduct & Compliance Expectations

Dress Code

Students must dress in a clean, neat, and professional manner at all supervised practice sites. Improper attire will result in dismissal to change clothes, and time lost is considered absence time. Specific attire varies by rotation:

  • Clinical rotations: White lab coat over scrubs or professional dress; closed-toe shoes; limited jewelry.
  • Food service rotations: Slip-resistant shoes; no jewelry except plain wedding bands.
  • Community rotations (e.g., Farmer’s Market, Food Bank): Jeans without holes, A-State t-shirt or plain black/red/white shirt; closed-toe shoes.
  • Health & Wellness sites: Capris or workout pants allowed; no shorts or leggings; athletic shoes with socks.
Professional Behaviors

Students are expected to demonstrate professional behaviors at all times, including:

  • Ethical performance in accordance with the Code of Ethics for the Profession of Dietetics.
  • Punctuality for class, supervised practice, and other activities.
  • Completion of assignments within allotted parameters.
  • Positive relationships with peers, faculty, clients/patients, preceptors, and staff.
  • Compliance with dress code in various settings.
  • Acceptance and incorporation of faculty feedback.
  • Adherence to guidelines stated in A-State, CNHP, and Dietetic Student handbooks.
Cell Phones & Electronic Devices

Cell phones and other electronic devices may be used only as professional resources or in emergencies, at the discretion of the faculty member or clinical site.

  • Unauthorized photography in clinical settings is strictly prohibited.
  • Storing or entering patient information on personal devices violates HIPAA.
  • Using devices to cheat on tests or assignments violates the Honor Code.
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