Page 268 - Nutrition Counseling and Education Skills: A Guide for Professionals

Simulations of real-life situations are active ways to develop learner knowledge, skills, behaviors, and
competencies. Several means of representation may be used such as scenarios, “in-basket” exercises, critical
incidents, and role-playing. These methods involve learning by actively doing something—in other words,
experiential learning rather than learning by listening or watching. Active learner involvement enhances
optimum transfer of learning.7

Simulation may be based on scenarios or models of real-life problem situations. Clients on sodium-
restricted diets, for example, could look at restaurant menus and determine what they should order. Learners
use a process of inquiry in exploring a problem and developing decision-making and evaluative skills. Food
service employees could discuss food temperatures and Hazard Analysis Critical Control Points procedures
through preparation, holding, service, and leftovers.8

In-basket exercises test the person’s ability to handle day-to-day challenges. The instructor can describe a
critical incident by providing written memos, notes, requests, or reports to simulate a supervisor’s decision-
making ability in handling problems that arrive in the in-basket on the desk each day. Simulated emergencies
such as fires and electrical blackouts or unusual incidents can be used. The learner has to provide a solution in
handling the situation or problem.

Role-playing, in which two or more people dramatize assigned parts or roles simulating real-life situations,
is another possibility. Role-playing allows learners to practice new behaviors in relatively safe environments,
and it can be used to work through real problems. Role-playing is followed by a discussion of the problem,
ideas, feelings, and emotional reactions such as the handling of an employee disciplinary problem or learning
to say no when offered disallowed foods. Though time-consuming, simulations may be helpful in providing
opportunities for individuals to make a connection between theory and practice, to engage in critical thinking
as active participants, and to develop problem-solving and coping skills. Simulation may be used with
cognitive, affective, and psychomotor objectives.1,9

Demonstration

A demonstration may be used to show how something is done or to explore processes, procedures, equipment
operation, techniques, ideas, or attitudes. This technique is used to combine knowledge and skill with
cognitive and psychomotor objectives. Learning to prepare low-fat recipes and learning how to use a meat
slicer are examples of instances in which demonstration is appropriate. Usually, the learner observes as the
instructor makes the presentation or models the skill, although a participant volunteer may be used. The
demonstration may be a dramatic learning experience if it holds the individual’s attention and may be
appropriate for any type of learning objective.10

If skills are demonstrated, the person will need ample opportunity to practice the task or skill soon after and
evaluate the performance after passively watching the instructor. Job instruction training (JIT), discussed later
in this chapter, is an example of the use of demonstration to achieve mastery.

Visual and Audio-Assisted Instruction

According to an old Chinese proverb, “one picture is worth more than 1,000 words.” An effective media
presentation can enhance learning by providing variety and improving memory through visual and audio
stimulation. Self-directed and instructor-directed computer programs can be used with a wide variety of

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