Precepting: Reigniting Passion and Navigating Challenges in Dietetics

Are you feeling that quiet ambition alongside mental fatigue and self-doubt about whether you "should" be more fulfilled? Many high-achieving Registered Dietitian Nutritionists (RDNs) like yourself reach a point where they feel stuck, unsure how to pivot without completely starting over, and perhaps questioning their own competence despite their achievements. It's a common experience, and you're not alone in seeking a path that feels more aligned and confident.

What if there was a way to tap into new energy, refine your skills, and contribute meaningfully to the profession without abandoning your hard-earned credentials or needing to "figure it all out" upfront? Early in my PhD process, I completed a research project based on a nationwide survey of clinical dietitians that sheds light on the role of precepting – supervising dietetics students and interns – and it might offer some surprising insights for your career journey.

Feeling Stuck? How Mentoring the Next Generation Could Be Your Next Best Step

For many RDNs, the thought of adding "preceptor" to an already full plate might seem overwhelming, especially if you're already feeling burned out and short on time. However, our survey of 378 RDNs reveals some compelling benefits that might just resonate with that quiet ambition you possess, offering a unique avenue for professional exploration and renewed purpose (Hernandez et al., 2024).

The Unexpected Benefits: Reigniting Your Passion Through Precepting

While clinical preceptor shortages are a known challenge in dietetics programs (Bergman, 2013; Caldwell-Freeman & Mitchell, 2000; Connor, 2015; Crayton, E, 2016; Wolf & Robinson, 2002), creating a limiting factor for students seeking supervised practice opportunities, the reasons for precepting go far beyond obligation (Hutchins, 2015; Marincic & Francfort, 2002; Nasser et al., 2014; Ortman et al., 2010; Winham et al., 2014). My survey identified several top benefits of precepting that could directly address some of the feelings of misalignment and lack of fulfillment you might be experiencing (Hernandez et al., 2024):

• Improved Teaching Skills: A staggering 94.2% of all respondents agreed that being a preceptor improves their teaching skills. This isn't just about training others; it's about sharpening your own ability to articulate, simplify, and share complex information – a skill that's valuable in any professional setting or future niche.

• Staying Current and Stimulated in the Profession: Many dietitians found that precepting keeps them engaged and up-to-date with new knowledge. In fact, 88.6% of respondents agreed that it helps them stay current and stimulated. This can be a powerful antidote to mental fatigue, as new interactions and questions from students can spark fresh perspectives.

• Increased Awareness of Your Practice Area: Precepting helps you see your daily work through a new lens, increasing your awareness of your own specialty. This can help you recognize the unique value of your current work or identify specific aspects that genuinely excite you.

• Intrinsic Satisfaction and Enjoyment: Beyond the tangible, many preceptors derive deep personal satisfaction from teaching and mentoring. About 86% agreed they get intrinsic satisfaction, and 83.1% reported enjoying being a preceptor. This "giving back" to the profession (81.5% agreed) can be incredibly fulfilling, directly addressing the feeling of needing more purpose.

• Opportunity for Recruitment and Talent Screening: Precepting offers a unique chance to observe and assess potential future colleagues, essentially allowing you to "screen potential employees". This could be particularly interesting if you're exploring leadership or team-building within your current role or a new one.

These benefits highlight that precepting isn't just an obligation; it's a dynamic role that can foster professional growth, provide intrinsic rewards, and help you reconnect with the "why" of your career.

Addressing the Barriers: Navigating Challenges with Research-Backed Insights

Of course, the idea of taking on more responsibility when you're already feeling stretched can trigger those self-doubt and overwhelm barriers. The survey also transparently highlighted the most frequently reported barriers to precepting: inadequate compensation, time, and reward.

• Time and Workload Burdens are Real: Almost 40% of respondents felt their workload was inappropriate while precepting, and 51% reported not having enough time for their job duties while supervising students. It's crucial to acknowledge this is a widespread concern (AbuSabha, et al., 2018; Winham et al., 2014), not just a personal struggle.

• Compensation and Recognition are Lacking: Only 5% of respondents receive extra pay for precepting, and 77% felt they were not rewarded for their efforts. This lack of financial compensation and overall recognition is a major barrier for many (Hutchins, 2015; Nasser et al., 2014).

However, there's a valuable extrinsic benefit many might miss: Preceptors can earn Continuing Education Units (CEUs) for their precepting activity, a benefit added in 2017 (Commission on Dietetic Registration, n.d.). About half of the survey respondents found earning CEUs important, but it's possible this program is still underutilized or unknown to many. Program directors are encouraged to send annual reminders about how to claim these credits. This is a tangible way to gain value from your time.

• Concerns about Student Preparedness: Some preceptors expressed concerns about students lacking technical skills or knowledge, or making serious mistakes that could cause patient harm. However, the majority of respondents disagreed that students generally lack necessary skills or are prone to serious mistakes. Furthermore, academic programs are actively working on strengthening student preparedness through professionalism training and even simulation experiences to increase confidence before supervised practice.

The good news is that most respondents (75%) felt supported by their supervisors and workplaces when it came to precepting. This indicates that many environments are receptive to this role, even if the formal recognition or compensation isn't always there.

How Future Interns Can Prepare to Ease Preceptor Load

While the responsibility for a quality supervised practice experience rests with both the program and the preceptor, there are specific areas where students and future interns can actively prepare to make their rotations smoother and more beneficial for everyone involved, ultimately decreasing potential burdens for preceptors like you:

• Embrace Simulation and Role-Playing: Academic programs are increasingly providing opportunities for students to role-play and simulate patient experiences. Taking these opportunities seriously helps future interns enter supervised practice rotations better prepared to interact with patients, which can significantly reduce their learning curve and the teaching burden as a preceptor.

• Strengthen Professionalism Training: Students can focus on developing strong professional attributes. Formal professionalism training during academic programs teaches students how to appropriately interact with a mentor (as well as future supervisors, clients, patients, and customers) and understand the positive aspects of mentoring. A well-prepared and professional student helps relieve some burden on preceptors.

• Understand Preceptor Time Constraints: It's important for students to understand that preceptors must balance their time between patient care/job duties and mentoring students. An awareness of your workload can lead to more considerate and proactive interns who seek to support the preceptor rather than add stress.

• Learn to Advocate for the Preceptor Role: Future RDNs can learn how to advocate for adding the role of preceptor to job descriptions when they enter the workforce. This long-term advocacy can help increase recognition and support for preceptors across the profession, a win for everyone.

By focusing on these areas, future interns can step into supervised practice with greater confidence and contribute more effectively, creating a more positive and productive experience for both themselves and their preceptors.

The Power of Choice: Finding Alignment in Precepting

One of the most insightful findings of the survey, particularly if you're feeling misaligned, is the difference between people who indicated their role as a preceptor was voluntary versus required. Those who voluntarily precept perceive significantly more benefits and fewer barriers than those who are required to precept by their employers. Similarly, individuals who stated they would not discontinue precepting if given the choice reported significantly more benefits and fewer barriers than those who might or would discontinue.

This suggests that approaching precepting as a choice, an intentional step to explore a new facet of your professional identity, can profoundly impact your experience. It’s not about adding another "should" to your plate but about seeing if this "might" be a fulfilling avenue for your quiet ambition.

Your Next Step: Explore, Don't Overthink

You don't need to have it all figured out before taking action. Precepting offers a structured yet flexible way to:

• Explore a teaching or mentorship role without committing to a full career change.

• Reignite your passion by connecting with new learners and perspectives.

• Gain new skills (like teaching and leadership) that can open doors to diverse career paths.

• Reaffirm your competence by guiding others and seeing how much you truly know.

• Contribute to the future of dietetics, ensuring the next generation is well-prepared.

If you're a compassionate and high-achieving RDN questioning your path, consider reaching out to dietetics program directors in your area. Ask about their preceptor needs, what support they offer, and how you can earn CEUs for your time. Your expertise is invaluable, and precepting could be the insightful, research-informed nudge you need to find confidence in your next career direction. It's a low-risk way to test the waters, make a meaningful impact, and perhaps discover a renewed sense of purpose.

Works Cited

AbuSabha, R., Muller, C, MacLasco, J, George, M, Houghton, E, & Helm, A. (2018). Benefits, barriers, and motivators to training dietetic inters in clinical settings: A comparisons between preceptors and nonpreceptors. Journal of the Academy of Nutrition and Dietetics, 118(3), 471–480. https://doi.org/10.1016/j.jand.2017.08.009

Bergman, E. A. (2013). Be a Preceptor: Create Tomorrow’s Leaders—Journal of the Academy of Nutrition and Dietetics. Journal of the Academy of Nutrition and Dietetics, 113(4), 493. https://doi.org/10.1016/j.jand.2013.01.022

Caldwell-Freeman, K., & Mitchell, B. (2000). Shaping Future Dietetics Professionals: What’s in it for You? Journal of the American Dietetic Association, 100(2), 157–158. https://doi.org/10.1016/S0002-8223(00)00047-X

Commission on Dietetic Registration. (n.d.). 190. Professional leadership/Precepting. Retrieved July 15, 2024, from https://www.cdrnet.org/vault/2459/web/files/Professional%20Leadership%20description.pdf

Connor, S. L. (2015). Preceptors Enrich Practice, Profession. Journal of the Academy of Nutrition and Dietetics, 115(3), 337. https://doi.org/10.1016/j.jand.2014.12.023

Crayton, E. (2016). Are You Willing and Available to Be a Preceptor? Journal of the Academy of Nutrition and Dietetics, 116(4), 561. https://doi.org/10.1016/j.jand.2016.01.019

Hernandez, J. L., Lopez, N. V., Clifford, D. E., & Ross, V. D. (2024). A Nationwide Survey of Clinical Dietitians’ Perceptions of Precepting: Benefits and Barriers. Topics in Clinical Nutrition, 39(1), 63. https://doi.org/10.1097/TIN.0000000000000340

Hutchins, H. M. (2015). Outing the Imposter: A Study Exploring Imposter Phenomenon among Higher Education Faculty. New Horizons in Adult Education & Human Resource Development, 27(2), 3–12. https://doi.org/10.1002/nha3.20098

Marincic, P. Z., & Francfort, E. E. (2002). Supervised practice preceptors’ perceptions of rewards, benefits, support, and commitment to the preceptor role. Journal of the American Dietetic Association, 102(4), 543–545. https://doi.org/10.1016/S0002-8223(02)90125-2

Nasser, R., Morley, C., Cook, S., Coleman, J., & Berenbaum, S. (2014). Dietitians’ Perceptions of Precepting: Knowledge, Skills, Attitudes, Barriers, and Training. Canadian Journal of Dietetic Practice and Research, 75(1), 7–14. https://doi.org/10.3148/75.1.2014.7

Ortman, D., Mann, L., & Fraser Arsenault, J. (2010). Perceived Roles, Benefits, and Supports For Dietetic Internship Preceptors. Canadian Journal of Dietetic Practice and Research, 71(1), 33–38. https://doi.org/10.3148/71.1.2010.33

Winham, D. M., Wooden, A. A., Hutchins, A. M., Morse, L. M., Shepard, C. M., Mayol-Kreiser, S., & Hampl, J. (2014). Attitudes and Perceptions of the Dietetic Internship Preceptor Role by Arizona Nutrition Professionals: Topics in Clinical Nutrition, 29(3), 210–226. https://doi.org/10.1097/TIN.0000000000000001

Wolf, K. N., & Robinson, L. (2002). Assist the next generation of dietitians. Journal of the American Dietetic Association, 102(12), 1748. https://doi.org/10.1016/S0002-8223(02)90371-8