Page 290 - Nutrition Counseling and Education Skills: A Guide for Professionals

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Summary

This chapter has examined the selection and implementation of learning activities in the cognitive, affective,
and psychomotor domains. Task analysis and JIT were described. Finally, the evaluation process in which data
are collected and analyzed to determine the success of educational endeavors was outlined.

1. Develop a lesson plan for a prenatal nutrition class.
2. What audiovisual materials would you suggest?
3. What handout materials would you recommend?
4. How long should the presentation be?

Review and Discussion Questions

1. What are the advantages and disadvantages of the educational methods and techniques?
2. What methods and techniques are appropriate for objectives in the cognitive domain? The affective domain? The psychomotor domain?
3. Explain how a task analysis would be used with JIT.
4. In what ways may educational instruction be organized or sequenced?
5. What are the purposes of evaluation?
6. Differentiate the following: formative and summative evaluation; reliability and validity; criterion-referenced and norm-referenced

evaluation.
7. What are the major types or levels of evaluation? If you had to describe each to someone desiring to evaluate employee training, what major

elements of each would you emphasize?
8. If you had to evaluate a diabetes education program, what would you do? How would you go about it?
9. What are the parts of a lesson plan or program plan?
10. What should be documented in the medical record?

Suggested Activities

1. Complete a task analysis for using a procedure or a piece of equipment (coffee urn, meat slicer, dish machine, mixer, oven, grille, broiler,
etc.), listing the sequential steps and key points.

2. Using the JIT sequence and a task analysis, teach someone to use an unfamiliar piece of equipment.
3. Plan learning using one of the techniques in the chapter (other than lecture), such as discussion, simulation, or a demonstration. Carry out

the plan.
4. Develop one or two performance objectives on a topic of interest for a target audience defined by age, sex, socioeconomic status, and

educational level. The audience may be pregnant women, mothers, schoolchildren, adolescents, adult men or women, elderly, employees,
executives, sports figures, or a person with a chronic disease. Plan the preassessment, content, techniques for presentation, teaching aids and
handouts, and evaluation methods. Carry out the educational plan.
5. Develop one or two visual aids to use in teaching.
6. Give a pretest of knowledge on a subject. Instruct the learner on the subject. Follow up with a posttest to examine results.
7. Locate a logic model for an existing education program. Compare this evaluation method with another method presented in this chapter.
8. List three ways in which you might evaluate whether an employee learned from a training program. List three ways in which you might
evaluate whether a patient comprehended instruction regarding a diabetic diet.

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