Page 274 - Nutrition Counseling and Education Skills: A Guide for Professionals

that they are free to concentrate on later information. “How long will I have to stay on this diet?” “Can I eat
my favorite foods?” The information that the person desires is a good starting point for discussion.

Similarly, if the learner perceives a problem, the instructor can start with that problem rather than with a
preset agenda. As learning proceeds, the individual may develop additional needs for information or goals for
learning that may be addressed. Generally, people who have assisted in directing their own learning tend to
feel more committed to it.

Logic may suggest the sequence. Certain things may need to be said before others. Safety precautions may
need to be introduced early, for example, when discussing kitchen equipment. Sanitary utensil handling may
be important to discuss with wait staff before discussing how to set a table.

Frequency of use of the knowledge or skill may also dictate sequence. The skill used most frequently should
be taught first, followed by the next most frequently used skill. If training time runs out, at least the learner
has learned all except the least frequently used skills. The instructor should teach first what people “need to
know” rather than the “nice to know” information. Finally, even though learners may have been practicing
individual elements of the job, they need practice on the total job. This practice may be provided in the actual
job situation or through simulation.9,17

Evaluation of Results

Evaluation is key to successful education. Accountability to measure effectiveness in terms of outcomes is
necessary in both clinical and managerial arenas. Expected outcomes should be defined before starting the
intervention rather than later. Nutrition education or employee training that does not show improvement
cannot be considered effective. Evaluation is important for continuous improvement and refinement of
education.

Evaluation connotes judgments about the value or worth of something compared with a standard. Everyone
makes these judgments daily, both consciously and unconsciously. “The food tastes good.” “The television
show is worth watching.” “She is not motivated.” Our thoughts turn to evaluation automatically as we
compare something with some standard and pass judgment.

Educational evaluation consists of a systematic appraisal of the quality, effectiveness, and worth of an
educational endeavor, such as instruction, programs, or goals based on information or data. That it is
systematic suggests that advance planning has taken place and that the process will provide data on the quality
or worth of the educational endeavor.

Consider not only what to evaluate but also when to evaluate and how the evaluation will be done. An
evaluation plan involves several steps: defining objectives or outcomes; designing the evaluation based on
objectives; choosing what to evaluate; deciding how and when to collect data to obtain timely feedback;
constructing a data collection instrument or method; implementing the data collection; analyzing results;
reporting them; and setting a course of action.

Although the terms “measurement” and “evaluation” are sometimes interchanged, their meanings are not
equivalent. Measurement or “educational assessment” is the process of collecting and quantifying data in terms
of numbers on the extent, degree, or capacity of people’s learning in knowledge, attitudes, skills, performance,
and behavioral change. Testing is one kind of measurement. Measurement involves determining the degree to

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