Page 310 - Nutrition Counseling and Education Skills: A Guide for Professionals

1 3C H A P T E R

Summary

The suggestions provided in this chapter need to be practiced rather than memorized. Presenters need to
involve participants in their presentations. Straight lecture without interaction among participants is less
effective in bringing about change than lecture with discussion.

Developing presentation skills and handling the myriad of problems that can occur with media or
interviewers constitute a process that occurs over time. Presenters get better and better with each subsequent
opportunity or practice.

Review and Discussion Questions

1. What are the three analysis processes used when preparing a presentation?
2. What are the major components of an effective presentation?
3. Describe and analyze several experiences you have had as an audience member.
4. Why is it important for a presenter to proofread all materials used in the presentation?
5. What does it mean to be audience-centered?
6. How can presenters overcome challenges such as nervousness, fear, and stage fright?
7. Why are a presenter’s verbal and nonverbal expressions important?
8. What is the difference between a presentation and a workshop?

Suggested Activities

1. Design and deliver a 10-minute presentation on some issue related to foods, nutrition, or dietetics, such as safety of the food supply, a new
food product, fiber in foods, reduced fat or calories in foods, snacks, restaurant meals, or sodium.

2. Design and deliver a presentation intended for a group of parents of obese children. A minimum of two visual aids should be used. Included
with the 20-minute presentation should be five full minutes of audience–speaker interaction.

3. Design and deliver a 30-minute presentation intended for a group of people who have recently learned they have diabetes. A minimum of
three visual aids are required, including flip chart and handout material. Plan on at least 8 minutes of interaction with the audience; this
should be prompted by the speaker’s perceptions of the nonverbal feedback emanating from the audience.

4. Design and deliver a 60-minute presentation intended for a group of people who have paid to be taught or trained by you in an area related
to your specialty in the area of dietetics. Develop whatever aids seem appropriate.
Note: If possible, all presentations should be videotaped. Presenters should provide reaction sheets to the audience and later write a critique of

the taped presentation responding to their own subjective reactions, the critique sheets of the audience, and the instructor’s comments.

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