Nutrition Counseling and
Education Skills for Dietetics
Professionals
6th Edition
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Chapter 12
Implementing and
Evaluating Learning
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Objectives
• Explain the advantages and disadvantages of
various educational methods and techniques
• Discuss the educational methods and techniques
appropriate in the cognitive, affective, and
psychomotor domains
• Compile a task analysis
• List the ways in which instruction can be organized
and sequenced
• Identify the purposes of an educational evaluation
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Objectives (Con’t)
• Explain several types of evaluation
• Prepare a lesson plan
• Compare and contrast formative and summative
evaluations, norm-referenced and criterionreferenced evaluations, and reliability and validity
• Plan, implement, and evaluate an educational
presentation for a specific target audience
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“I hear and I forget,
I see and I remember,
I do and I understand.”
Confucius
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7 Steps to Effective Education
(con’t from Chapter 11)
• Step 4: Select methods, techniques, materials,
resources
• Step 5: Implement learning experiences
(intervention)
• Step 6: Evaluate progress & outcomes of leaning
• Step 7: Document outcomes & results
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Step 4: Select
Methods/Techniques
• Instructor plans, organizes, presents
information
• Each method has advantages &
disadvantages
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Lecture Method
• Useful with large numbers & limited time
• But learner is passive, only listening
• No guarantee of behavior change
• Not suitable for all objectives
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Discussion Method
• More active learner; more interesting
• Smaller groups (10-15)
• Seat in circle
• More time consuming
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Simulation Method
• Learning by doing
– Ex: Scenarios, critical incidents, role
playing
• Requires critical thinking/problem solving
• Connects theory and practice
• Can be time consuming
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Demonstration Method
• Demonstration by instructor
• Realistic
• Give learner chance to practice
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Visual & Audio-Assisted
Instruction
• Computer programs
• Video conferencing
• Videotape, DVD
• Both visual & audio stimulation
• An adjunct to learning
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Step 5: Techniques/Methods
for Three Domains of Learning
• Cognitive
• Affective
• Psychomotor
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Cognitive Domain Methods
• Most methods are effective but most
affective with mixed methods
- Lecture not effective at higher levels in the
domain
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Affective Domain Methods
• Need learner involvement
• Changing attitudes/values takes time
• Guided discussion, inquiry learning,
experiments
• Solve problems, use audiovisuals
• Model by observing others
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Psychomotor Domain
Methods
• Need direct experience
• Demonstration
• Repeated practice over time
• Coaching
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Task Analysis: Job Related
Tasks
• Sequential list of steps in task
• Put in writing
• Used by trainer and trainee
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Job Instruction Training
System
• Four step process
• Training on the job
– Preparation step
– Presentation step
– Performance step
– Follow up step
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Sequencing Instruction
Promotes Learning
• From general to specific
• From specific to general
• From familiar to unfamiliar
• From simple to complex
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Sequencing Instruction
(con’t)
• Base on logic
• Base on frequency of use of information
• Base on interest/concerns of learner
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Step 6: Evaluation of Results
• Evaluation: A systematic appraisal of the
quality, effectiveness, and worth of an
endeavor.
• Compare quality/effectiveness to a standard
• One forms value judgments
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Measurement/Educational
Assessment
• The process of collecting and quantifying
data in terms of numbers of the extent,
degree, or capacity of people’s learning in
knowledge, attitudes, skills, performance,
behavioral change.
• Evaluation is based on measurement
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Testing
• A kind of measurement
• Determines degree to which a person
possesses certain attributes
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Planning for Evaluation
• Define objectives & outcomes
• Design evaluation based on objectives
• Choose what to evaluate
• Decide how & when to collect data
• Construct collection instrument
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Planning for Evaluation
(con’t)
• Implement data collection
• Analyze results
• Report results
• Set new course of action
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Purposes of Evaluation
• For determining effectiveness of
program/training
• For quality control
• For planning and improvement
• For justification
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Purposes of Evaluation (con’t)
• Identify strengths/areas to improve
• Show accountability
• Tells if learning objectives achieved
• Helps rediagnose learning needs
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Formative Evaluation
• Occurs before or during learning
• Use focus groups, interviews, surveys
• Helps diagnose problems/improvements
• Allows revising plans early
• Qualitative
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Summative Evaluation
• Assess at the end of learning activity
• Appraises results, outcomes, quality, worth
• Judges effectiveness of learning
• Quantitative
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Norm-Referenced Method
• Compares with group norm, typical
performance
• Used by schools
• Less appropriate for adults
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Criterion-Referenced Method
• Compares with predefined, objective
standards
• Shows what learner can/cannot do
• Assesses according to performance
objectives
• More diagnostic
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Types of Evaluation/Outcomes
• Select what to evaluate
• May want to combine choices
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Measure Participant Reaction
to Program/Activities
• A happiness index
• Subjective judgments of value of what
learned or approaches used
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Measure Behavioral Change
• In dietary behaviors/food choices/exercise
• In employee performance
• Has training transferred to the job?
• More difficult to measure
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Measure Organizational
Results
• Quality and/or quantity of work done
• Benefits to company
• Efficiency/productivity/employee morale
• Dollar savings that result
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Measure Learning – Cognitive,
Affective, Psychomotor
• Compare with performance objectives
• Develop situations based on objectives
• Attitudes/values difficult to measure
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Measure Other Outcomes
• Psychosocial outcomes
• Physiological/biological measures
• Eating behavioral change based on self
reports
• Environmental/organizational changes
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Data Collection Techniques
• Test
• Questionnaires
• Interviews and self-reports
• Observation
• Performance test and measures
• Ratings and checklists
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1. Tests – Written & Oral
– Ex: multiple choice, essay
• Measure cognitive domain
• Written tests less appropriate for adults
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2. Questionnaires
• Assess attitudes & values
• Assess cognitive objectives
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3. Interviews
• Assess cognitive & affective objectives
• Preplan the questions in advance
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4. Visual Observation
• Define what to observe
• Use observation checklist
• Good for psychomotor objectives
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5. Performance Tests
• Simulated or actual
• Assess cognitive & psychomotor objectives
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6. Rating Scales/Checklists
• Define all terms
• Need to train evaluators
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7. Performance Measures
• Individual or group measures
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8. Self-Reports/SelfMonitoring
• May be distorted or inaccurate
• Information may be missing
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Validity of Measurements
• Do we measure what we intend to?
• Content-related validity
• Construct-related validity
• Criterion-related validity
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Reliability Educational
Outcomes
• Consistency and accuracy over time
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Lesson Plans
• Summary information about instruction
• Pre-assessment/needs assessment
• Performance objectives
• Content outline (introduction, body,
conclusion)
• Sequence of content
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Lesson Plans (con’t)
• Activities to reach objectives
• Techniques/methods of instruction
• Educational materials, visuals
• Facilities; time allotted
• Method to evaluate results/outcomes
• References
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Step 7: Documentation
• Mandated by JCAHO (Joint Commission)
• In patient/client records
• Document assessment, diagnosis,
intervention, outcomes
• Document in employee records
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PES Approach to
Documentation
• Problem (specific nutrition diagnosis)
• Etiology or cause
• Signs/symptoms
• Document nutrition assessment, nutrition
diagnosis, nutrition intervention, monitoring and
evaluation
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