This study attempted to answer the following question: What instructional methods should dietetic preceptors use to help dietetic interns meet the performance requirements specified by the American Dietetic Association (ADA, 1991) for entry-level dietitians? A national sample of 170 dietetic preceptors was surveyed. Ninety provided usable information to examine both the instructional methods they used to train interns as well as those methods they might try to use. Thirty instructional methods were grouped into six categories: one-to-one methods, practice/experiential methods, reading-writing methods, lecture-discussion methods, exercises/problem sets and student-directed learning. This study recommends seven "best" methods and seven "best" techniques for preceptors to use when instructing interns. Two methods, supervised practice and unsupervised practice, seemed the most important to include in the training of potential preceptors. These methods are effective, practical, and address criticality pertaining to the health and safety of patients and clients. To a lesser extent cost efficiency in these methods is related to the use of the preceptor's time. Unsupervised practice is the least time-intensive for the preceptor, but requires supporting techniques, such as, feedback or conferencing, to address health and safety issues. Five less expensive methods with equal effectiveness for promoting learning for adults can supplement or support these more costly one-to-one and supervised practice methods. These methods are shadowing, case studies, simulations, student-directed seminars and role playing. In addition, self-instruction, student teams, team building exercises, in-basket exercises and learning contracts can be blended with other instructional methods for better preceptor instruction. Since only 40 percent of the 90 preceptors surveyed reported having any preceptor training, a proposal is made to train new and experienced preceptors in the most applicable methods and techniques they can use in instructing and precepting dietetic interns. / Graduation date: 1995

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A Canada wide questionnaire survey collected data from 168 dietetics trainees and 23 preservice program coordinators regarding perceptions of preservice practice. First, to what extent were trainees and coordinators aware of and involved with the Competencies for the Entry Level Dietitian? Second, how prepared were trainees for practice? Third, what was the depth and breadth of learning opportunity in competencies of assessment, planning, implementation, and evaluation? Fourth, what were the number of learning opportunities in competencies of professional practice and communication? Further, did perceptions vary with format of preservice practice (integrated or internship) or respondent type (trainee or coordinator)? Results showed most trainees received a copy of the competencies and they were used in trainee evaluation, though only 60% of trainees were very familiar with them. Preparedness for practice was rated as sufficient for 25 (56%) of the 45 competencies. Eighty-eight (61%) of the 145 competencies and sub competencies were practiced in sufficient depth and breadth or number. Preparedness ratings were higher in integrated programs than internships. Agreement between coordinator and trainee perceptions was higher in integrated programs than internships. Problems identified were in certain areas of management, communication, monitoring and evaluation, and research. Comments received related to difficulty with comprehensibility of the competencies, their usefulness as a framework for guiding preservice practice, and problems associated with use in trainee evaluation; the sometimes lack of support and guidance for trainees; benefits of integrated programs; and the greater emphasis placed on clinical nutrition than on food service or community nutrition during the programs. Recommendations are given for dietetics educators.

This research is concerned with dietitians' experiences of education and practice, which together constitute dietitian identity. The author, herself a dietitian and dietetic educator, recruited twelve female dietitians to participate in individual interviews and collaborative workshops where they shared their ' experiences and reflections on the themes of the research. This dissertation is arranged in three panels to achieve multiple perspectives on the research findings. The first panel explores the potential of using reflexive autoethnography as a research method. The second panel enacts an autoethnographic tale emphasizing the complexities of dietetic education and practice. The third panel is an academic rendering of the research that posits a theory of dietitian performativity. Arranging the findings as a textual triptych protracts the complex interplay of the research themes. In particular, participants enter the profession sustained by promises of being able to make a difference in the lives of others with respect to nutritional health. Dietetic practice comes to be understood as performative through a series of uncontested, repetitive acts. In the mode of dietitian performativity, dietitians' lived realities are sometimes found to be discontinuous from promises of professionalism. Dietetic education, while not considered solely responsible for generating these promises, might operate to sustain or amplify their effects. Dietitians' passion for dietetics is open to question when performativities are found discrepant from promises. Profoundly melancholic expressions are associated with dietitians' inability to engage in liberatory practice, despite believing such practices were achievable. Melancholia instigated dietitians' desire to leave the profession. An imagined, embodied curriculum depicting what might result if dietetic students, educators, and practitioners acknowledge the relationality, emotionality, and promises of their profession is offered in response. The author calls for a renegotiation of what counts as knowledge in dietetic education through the asking of "Who am I?" In posing this question, the dietitian engages in a reflexive turn towards self-recognition such that 'doing' (performativity) emerges from 'being' (identity) and potentially nutrition discourse expands. Dietitian performativity initiated through critical social discourse begs the question of what it means to be human while endeavouring to embrace the joys, complexities, and contradictions that are dietetic education and practice. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate