Nutrition and Dietetics (M.S.) Supervised Experiential Learning, Sites and Preceptors
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Supervised Experiential Learning
The plan of study progresses through didactic coursework as well as SEL experiences. Students will progress from lab-based SEL experiences to real-world practicums in professional work settings under the supervision of qualified preceptors. Performance indicators utilized to assess competencies will be assessed over time with continuous feedback and a pedagogical approach that builds on student knowledge (knows) with progression to student performance (shows) and action (does). The total number of planned SEL is approximately 1,000 hours minimum. Approximately 120 hours of SEL is from alternate experiences associated with coursework (i.e., case studies, role playing and simulation). The remaining 880 hours is from SEL in professional work settings on and off campus (NUTR 695 and NUTR 794).
SEL Levels
Supervised Experiential Learning (SEL) experiences are categorized as Level 1, Level 2 and Level 3 and majority of SEL will provide students with practice (shows) and demonstration (does) of competencies in professional work settings on and off campus. The program consists of seven semesters. The progression of SEL level by semester is outlined below.
- Level 1: Semesters one and two (primarily didactic settings)
- Level 2: Semesters three and four SEL (professional work settings ~two days/week)
- Level 3: Semester five, six and seven SEL (professional work settings ~three-four days/week)
Competency Rating Scale
A competency rating scale will be utilized for assessment of entry-level competence.
1 = Unskilled, Dependent
- significantly lacking knowledge/skills
- unable or unwilling to complete work
- constantly requires guidance from faculty/preceptor (>75% of the time)
2 = Novice, Assisted
- knowledge base, skills need significant development
- inconsistently completes work accurately, appropriately and efficiently (<50% of the time)
- frequently requires guidance from preceptor (50% of the time)
3 = Beginner, Supervised
- basic and developing knowledge and skills
- frequently completes work accurately, appropriately and efficiently (75% of the time)
- occasionally requires guidance from preceptor (25% of the time)
- able to complete routine tasks
4 = Entry-level Independent
- detailed and sound knowledge and skills
- consistently completes work accurately, appropriately and efficiently (>90% of the time)
- rarely requires guidance from preceptor (<10% of the time)
- able to handle nonroutine problems and situations
5 = Advanced, Total Mastery
- highly developed knowledge and skills (total mastery)
- reliably completes work accurately, appropriately and efficiently (>95% of the time)
- able to coach or teach others on the competency
- requires no guidance or oversight from preceptor
- recognized to provide guidance to others
During Levels 1 and 2 SEL, students will be expected to practice at a beginner level (rating of 3) or better in all assessed competencies for these levels.
During Level 3 SEL, students will be demonstrating “does” for performance indicators in professional work settings. By the end of Level 3 SEL, the student will be expected to practice at entry-level (rating of 4) or better in all assessed competencies.
Multiple formative assessment methods will be utilized throughout the SEL experiences for all levels (i.e., self-assessment and reflective practice, problem based learning case studies and midpoint performance evaluations). The formative assessments will be utilized as a primary communication tool for performance indicators requiring improvement, prior to the summative assessment of competencies.
Upon entry into the program, students will receive an orientation to the program which will include a detailed overview of competency assessment and the process required to track demonstration of performance indicators/competencies and the target threshold for each. Formative (direct observation, midpoint rotation performance evaluations) and summative assessment methods (exams, project evaluations, end point rotation performance evaluations) will be utilized to assess competencies. Several different types of summative assessments will be utilized, and student must meet the established threshold for competency completion for each of the assessments. In other words, if student successfully meets the threshold for a particular summative assessment for one of three assessments for a particular competency but does not meet the threshold for the other two assessments, then the student has not met the competency and will be advised of a remediation plan. If a student does not meet a competency with the initial set of learning activities determined, that student will be advised of a remediation plan and an opportunity to “revise, re-do” work. Student will be provided with the opportunity to remediate competency at a maximum of two different attempts. If student fails to successfully meet the competency after two different attempts, the program director will advise student of potential withdrawal from program, according to policy as outlined in the program handbook.
SEL Group Designation
Students select preferences and program director determines group placement. Student groups will consist of five members each A-D for Practicum placement.
Regional placement and number of available student slots during semesters five, six and seven:
- Sioux Falls (11)
- Mitchell (2)
- Yankton (1)
- Watertown (1)
- Brookings (2)
- Sturgis, Some Rapid City (1)
- Rapid City (3)
Students will provide preference for group designation and group number in semester two, prior to the NUTR 695 practicum experiences that start in the third semester of the program. Their preference will be considered when determining their scheduling assignments.
Students will spend three days per week on campus, engaged in coursework and two days per week for a total of 12 weeks per semester at professional work settings engaged in NUTR 695 practicum experiences during semesters three and four of the nutrition and dietetics (M.S.) program.
Beginning with semester five and ending with semester seven of the nutrition and dietetics (M.S.) program, students will be placed in a region of South Dakota to engage in Level 3 SEL at various professional work settings three to four days per week.
During semesters five through seven, all remaining graduate course requirements will be online. Students are responsible for making their own travel arrangements during SEL at various sites. Carpooling with other group members is highly encouraged. Lodging and mileage reimbursement is only available during Level 3 SEL if the student is scheduled to travel to a site greater than 60 miles from their assigned region. Meals are not reimbursed.
NUTR 695 Practicum Schedule (Semester Three, Four)
NUTR 695 Semester 3
| Group | Focus Area | Timeframe | Site |
|---|---|---|---|
| A | Medical Nutrition Therapy | Four weeks in September and the first two weeks in October | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| A | Ӱ and Leadership Experiences | Last two weeks in October and four weeks in November | Campus and Ӱ Sites in the Brookings Area |
| B | Medical Nutrition Therapy | Four weeks in September and the first two weeks in October | Sanford USD Medical Center in Sioux Falls, SD |
| B | Ӱ and Leadership Experiences | Last two weeks in October and four weeks in November | Campus and Ӱ Sites in the Brookings Area |
| C | Ӱ and Leadership Experiences | Four weeks in September and the first two weeks in October | Campus and Ӱ Sites in the Brookings Area |
| C | Medical Nutrition Therapy | Last two weeks in October and four weeks in November | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| D | Ӱ and Leadership Experiences | Four weeks in September and the first two weeks in October | Campus and Ӱ Sites in the Brookings Area |
| D | Medical Nutrition Therapy | Last two weeks in October and four weeks in November | Sanford USD Medical Center in Sioux Falls, SD |
NUTR 695 Semester 4
| Group | Focus Area | Timeframe | Site |
|---|---|---|---|
| A | Medical Nutrition Therapy | Four weeks in February and the first two weeks in March | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| A | Ӱ and Leadership Experiences | Last three weeks in March and the first three weeks in April | Campus and Ӱ Sites in the Brookings Area |
| B | Medical Nutrition Therapy | Four weeks in February and the first two weeks in March | Sanford USD Medical Center in Sioux Falls, SD |
| B | Ӱ and Leadership Experiences | Last three weeks in March and the first three weeks in April | Campus and Ӱ Sites in the Brookings Area |
| C | Ӱ and Leadership Experiences | Four weeks in February and the first two weeks in March | Campus and Ӱ Sites in the Brookings Area |
| C | Medical Nutrition Therapy | Last three weeks in March and the first three weeks in April | Avera McKennan Hospital and University Center in Sioux Falls, SD |
| D | Ӱ and Leadership Experiences | Four weeks in February and the first two weeks in March | Campus and Ӱ Sites in the Brookings Area |
| D | Medical Nutrition Therapy | Last three weeks in March and the first three weeks in April | Sanford USD Medical Center in Sioux Falls, SD |
Students complete ~280 hours of SEL in professional work settings over the course of semesters three and four.
NUTR 794 Internship Regional Placement and Schedule (Semester Five, Six, Seven)
Each Regional Level 3 SEL rotation will aim to provide the following types of experiences:
- 30 weeks total opportunity at sites for meeting competencies.
- Approximately 24-32 hours/week. Adjustments to hours determined between preceptor/student.
- Clinical settings (~11 weeks), Food Service Management/Institutional settings (~seven weeks), School settings (~three weeks), Variety of Ӱ experiences including but not limited to: WIC (~two weeks), Indian health Service (~one week), SDSU Extension (~one-two weeks), Sports Nutrition/Wellness (~one-two weeks)
- Students require a cumulative minimum of 600 hours to meet expectations for NUTR 794 internship credits, regardless of whether student has already met competencies. If at least an average of 24 hours/week has been met at a site and student has successfully met competencies, the student may end rotation at site with preceptor and program director approval, but the student may not start next rotation until the scheduled timeframe.
- No more than three weeks between site rotations for each student
- Site rotation assignments are spread out over semesters five, six and seven to accommodate 20 students and not overburden sites with "back-to-back" student rotations as much as possible, considering total site availability.
- No rotations scheduled December through mid-January to accommodate semester break for students but also as a site accommodation. Sites generally are busier during the holiday season and accommodate staff leave time which makes it challenging to also accommodate students.
- Gaps in site scheduled rotations will be utilized for alternative practice experiences to strengthen competency areas, make up any hours and or competencies if applicable and to complete didactic coursework, projects and RDN exam preparation.
Student Responsibilities During SEL
- Prepare for and participate in all SEL activities and assignments.
- Take responsibility as a self-learner and self-direct learning to meet requirements, expectations and objectives.
- Communicate regularly with preceptors and program staff regarding expectations, challenges, progress and questions.
- Adhere to Scope/Standards of Practice for the Profession of Nutrition and Dietetics. Adhere to the Code of Ethics for the Profession of Dietetics to reflect the values and ethical principles guiding the dietetics profession.
- Demonstrate strong communication, professional, organizational and critical thinking professional traits.
- Be respectful of preceptors' willingness to serve as preceptors and that their full-time commitment and priority is providing client care.
Site Selection
Supervised experiential learning professional work settings will be selected based upon their potential for providing a positive learning environment for students and their ability to provide required practice experiences. The nutrition and dietetics (M.S.) program director is responsible for the oversight of rotation sites used for the program. In accordance with ACEND guidelines, students will not be allowed to “replace” employees during their SEL rotations. For example, if an employee at a facility calls in sick, the student may not fill in for that employee. Students may provide complete care (sometimes referred to as “staff relief”) as directed and supervised by their preceptor and as indicated for their rotation competencies.
Agreements between professional work settings and the SDSU nutrition and dietetics (M.S.) program will:
- Comply with SDSU affiliation agreements already established with some of South Dakota's major health care facilities (Sanford, Avera and the Veterans Affairs Hospital).
- Be put into place at rotation sites prior to students spending time at the rotation site.
- Be signed by administrators with appropriate authority to represent the rotation site.
- Delineate the rights and responsibilities of both the sponsoring organization and affiliating institutions, organizations and/or agencies.
- An original signed copy will be maintained in the Academic Affairs Office for SDSU, and a copy of the agreement will also be kept electronically by the program director.
- Agreements will be maintained and updated according to the renewal terms outlined in the agreement.
Site Professional Development Awards
The SDSU nutrition and dietetics (M.S.) program supports the professional development of preceptors by providing a monetary incentive towards the purchase of continuing educational units. The amount of the professional development award will be determined based on the total number of hours the site and its preceptors dedicate towards SEL hours.
20-40 hours = $50
41-60 hours = $75
61-80 hours = $100
81-100 hours = $150
101-150 hours = $200
151-200 hours = $250
201-300 hours = $300
>301 hours = $400
During yearly exit reviews with primary preceptors at sites or via email, program staff will discuss the professional development award and options the SDSU nutrition and dietetics (M.S.) program could purchase to support the sites continuing education.
Preceptor Qualifications
Primary preceptors are credentialed and/or licensed as appropriate to meet state and federal regulations for the area in which they are supervising students and must have a minimum of one-year professional practice experience postcredentialing. The nutrition and dietetics (M.S.) program director or other staff will verify that all clinical preceptors are currently registered with CDR and/or licensed with the state in which they work (if their state requires licensure). Nutrition and dietetics (M.S.) program staff will also verify annually that all community preceptors that are in roles requiring licensure are currently licensed. Verification of registration and/or licensure will occur annually, and a record will be kept on file for all preceptors for which registration and/or licensure is appropriate.
New preceptors and rotation sites go through an initial screening process. Electronic survey, email or telephone discussion determines the preceptor’s interest and ability to have a student spend time with them as well as their ability to meet the requirements of the program, spend adequate time with the student, and provide a positive learning environment for the students. If the nutrition and dietetics (M.S.) program director does not know the preceptor and is not familiar with the rotation site, and the student will spend more than a few days at the rotation site, an on-site meeting will be scheduled to meet the preceptor in person, view the rotation site to ensure it is clean, has friendly and professional staff, and it appears to be a safe environment. A final decision will be made by the program director to determine if the preceptor and rotation site will provide SEL experiences that are compatible with the program curriculum and competencies. Rotation sites are not selected unless they are able to provide SEL activities that are able to meet competency requirements of the program.
Preceptor Benefits
- Assistance with special projects. Often, some projects can be put on hold due to lack of time. These projects can be delegated to students in most situations, providing them with a real-world experience while developing their skills and competencies.
- Sense of importance and contribution towards the dietetics profession.
- Students can bring a new perspective and questions can help enhance best practices.
- Enhance your professional portfolio and resume by providing educational experiences as a preceptor.
Preceptor Roles
What you do as a preceptor typically can be summarizes in six roles, as described in the Commission on Dietetic Registration (CDR) Preceptor training program:
- Planners – On a day-to-day basis, preceptors are responsible for planning the experiences and coordinating learning activities with competencies. Preceptors also provide suggestions for modification to learning activities and assignments.
- Role Models – Students learn from what you say and do. It is critical that preceptors are deliberate in modeling professional behaviors and ethics.
- Information Providers – Preceptors share knowledge and help students integrate knowledge and skills they need to think critically, solve problems and become competent practitioners.
- Learning Facilitators – Students can learn by observing but they also need to have facilitated work experiences with preceptor guidance and feedback.
- Resource Developers – Preceptor’s guide students towards appropriate materials, best practices and other professionals that can assist students.
- Assessors of Learning – Preceptors are integral to the assessment of the student’s learning and competence and preceptor identification of whether students have met competency requirements is vital to the integrity of the program.
Preceptor Responsibilities
- Communicate SEL and scheduling preferences.
- Provide students with a thorough orientation to the practice setting reviewing codes of conduct, HIPAA guidelines and confidentiality.
- Meet with the student (at least weekly) to determine a schedule and plan for completing competencies.
- Identify and facilitate learning activities and assignments that support student completion of competencies.
- Assist the student in providing information on activities and assignments.
- Provide information and assistance as needed.
- Provide evaluation and feedback with the midrotation and end-of rotation progress reports and evaluation.
- Provide remediation plans if needed and assist student in attaining competency.
- Model code of ethics and professional behavior.
- Acknowledge that in accordance with ACEND guidelines, students will not be allowed to “replace” employees during their SEL rotations. For example, if an employee at a facility calls in sick, the student may not fill in for that employee. Students may, however, provide complete care (sometimes referred to as “staff relief”) as directed and supervised by their preceptor and as indicated for their rotation competencies.
- Complete a preceptor feedback survey once a year.
Preceptor Training
Preceptors are provided orientation to the SEL rotation objectives and expected student competencies before assuming responsibilities. Ongoing training is provided to preceptors based on evaluation by nutrition and dietetics (M.S.) program staff and faculty, and feedback from students and advisory committee. Program staff will also utilize information from the student End-of-Rotation Surveys in addition to other outcome criteria to perform a yearly review of the effectiveness of faculty and preceptors related to the SEL rotations and experiences.
The following components are covered in the nutrition and dietetics (M.S.) program online training:
- Origin and Oversight Mission, Goals and Objectives
- Programs of Study Policy and Procedures
- Curriculum and Learning Activities Assessment of Student Competencies and Professional Performance Rotation Milestones
- Electronic Documentation Process
- Roles and Responsibilities of Preceptors and Students
- Feedback Tips and Tools for Professional Development Opportunities
Continuing Education Units
For registered dietitians, serving as a preceptor is now acknowledged as a learning activity by CDR. Starting June 1, 2017, preceptors can log activity and hours while serving as a preceptor for an accredited ACEND program.
In order to receive continuing professional education unit (CPEU) credit:
- The precepting must have been completed during the current recertification cycle.
- The preceptor must complete the found at CPEU Credit for Preceptors.
- The form must be signed and dated by the ACEND accredited program director.
- The form should be retained by the preceptor as documentation to be submitted to CDR if audited.
- A maximum of three CPEUs per year or a total of 15 CPEUs per five-year reporting period can be awarded.
