Nutrition Counseling and Education Skills for Dietetics Professionals

Chapter 12 Implementing and Evaluating Learning Copyright © 2014 Wolters Kluwer Health | Lippincott

Objectives • Explain the advantages and disadvantages of various educational methods and techniques •

Objectives (Con’t) • Explain several types of evaluation • Prepare a lesson plan •

“I hear and I forget, I see and I remember, I do and I

7 Steps to Effective Education (con’t from Chapter 11) • Step 4: Select methods,

Step 4: Select Methods/Techniques • Instructor plans, organizes, presents information • Each method has

Lecture Method • Useful with large numbers & limited time • But learner is

Discussion Method • More active learner; more interesting • Smaller groups (10 -15) •

Simulation Method • Learning by doing – Ex: Scenarios, critical incidents, role playing •

Demonstration Method • Demonstration by instructor • Realistic • Give learner chance to practice

Visual & Audio-Assisted Instruction • Computer programs • Video conferencing • Videotape, DVD •

Step 5: Techniques/Methods for Three Domains of Learning • Cognitive • Affective • Psychomotor

Cognitive Domain Methods • Most methods are effective but most affective with mixed methods

Affective Domain Methods • Need learner involvement • Changing attitudes/values takes time • Guided

Psychomotor Domain Methods • Need direct experience • Demonstration • Repeated practice over time

Task Analysis: Job Related Tasks • Sequential list of steps in task • Put

Job Instruction Training System • Four step process • Training on the job –

Sequencing Instruction Promotes Learning • From general to specific • From specific to general

Sequencing Instruction (con’t) • Base on logic • Base on frequency of use of

Step 6: Evaluation of Results • Evaluation: A systematic appraisal of the quality, effectiveness,

Measurement/Educational Assessment • The process of collecting and quantifying data in terms of numbers

Testing • A kind of measurement • Determines degree to which a person possesses

Planning for Evaluation • Define objectives & outcomes • Design evaluation based on objectives

Planning for Evaluation (con’t) • Implement data collection • Analyze results • Report results

Purposes of Evaluation • For determining effectiveness of program/training • For quality control •

Purposes of Evaluation (con’t) • Identify strengths/areas to improve • Show accountability • Tells

Formative Evaluation • Occurs before or during learning • Use focus groups, interviews, surveys

Summative Evaluation • Assess at the end of learning activity • Appraises results, outcomes,

Norm-Referenced Method • Compares with group norm, typical performance • Used by schools •

Criterion-Referenced Method • Compares with predefined, objective standards • Shows what learner can/cannot do

Types of Evaluation/Outcomes • Select what to evaluate • May want to combine choices

Measure Participant Reaction to Program/Activities • A happiness index • Subjective judgments of value

Measure Behavioral Change • In dietary behaviors/food choices/exercise • In employee performance • Has

Measure Organizational Results • Quality and/or quantity of work done • Benefits to company

Measure Learning – Cognitive, Affective, Psychomotor • Compare with performance objectives • Develop situations

Measure Other Outcomes • Psychosocial outcomes • Physiological/biological measures • Eating behavioral change based

Data Collection Techniques • Test • Questionnaires • Interviews and self-reports • Observation •

1. Tests – Written & Oral – Ex: multiple choice, essay • Measure cognitive

2. Questionnaires • Assess attitudes & values • Assess cognitive objectives Copyright © 2014

3. Interviews • Assess cognitive & affective objectives • Preplan the questions in advance

4. Visual Observation • Define what to observe • Use observation checklist • Good

5. Performance Tests • Simulated or actual • Assess cognitive & psychomotor objectives Copyright

6. Rating Scales/Checklists • Define all terms • Need to train evaluators Copyright ©

7. Performance Measures • Individual or group measures Copyright © 2014 Wolters Kluwer Health

8. Self-Reports/Self. Monitoring • May be distorted or inaccurate • Information may be missing

Validity of Measurements • Do we measure what we intend to? • Content-related validity

Reliability Educational Outcomes • Consistency and accuracy over time Copyright © 2014 Wolters Kluwer

Lesson Plans • Summary information about instruction • Pre-assessment/needs assessment • Performance objectives •

Lesson Plans (con’t) • Activities to reach objectives • Techniques/methods of instruction • Educational

Step 7: Documentation • Mandated by JCAHO (Joint Commission) • In patient/client records •

PES Approach to Documentation • Problem (specific nutrition diagnosis) • Etiology or cause •

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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 Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

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 Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

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 Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Step 4: Select Methods/Techniques • Instructor plans, organizes, presents information • Each method has advantages & disadvantages Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Lecture Method • Useful with large numbers & limited time • But learner is passive, only listening • No guarantee of behavior change • Not suitable for all objectives Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Simulation Method • Learning by doing – Ex: Scenarios, critical incidents, role playing • Requires critical thinking/problem solving • Connects theory and practice • Can be time consuming Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Visual & Audio-Assisted Instruction • Computer programs • Video conferencing • Videotape, DVD • Both visual & audio stimulation • An adjunct to learning Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Cognitive Domain Methods • Most methods are effective but most affective with mixed methods - Lecture not effective at higher levels in the domain Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Affective Domain Methods • Need learner involvement • Changing attitudes/values takes time • Guided discussion, inquiry learning, experiments • Solve problems, use audiovisuals • Model by observing others Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Job Instruction Training System • Four step process • Training on the job – Preparation step – Presentation step – Performance step – Follow up step Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Sequencing Instruction Promotes Learning • From general to specific • From specific to general • From familiar to unfamiliar • From simple to complex Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

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 Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

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 Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Planning for Evaluation • Define objectives & outcomes • Design evaluation based on objectives • Choose what to evaluate • Decide how & when to collect data • Construct collection instrument Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Purposes of Evaluation • For determining effectiveness of program/training • For quality control • For planning and improvement • For justification Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Purposes of Evaluation (con’t) • Identify strengths/areas to improve • Show accountability • Tells if learning objectives achieved • Helps rediagnose learning needs Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Formative Evaluation • Occurs before or during learning • Use focus groups, interviews, surveys • Helps diagnose problems/improvements • Allows revising plans early • Qualitative Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Summative Evaluation • Assess at the end of learning activity • Appraises results, outcomes, quality, worth • Judges effectiveness of learning • Quantitative Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Criterion-Referenced Method • Compares with predefined, objective standards • Shows what learner can/cannot do • Assesses according to performance objectives • More diagnostic Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Measure Participant Reaction to Program/Activities • A happiness index • Subjective judgments of value of what learned or approaches used Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Measure Behavioral Change • In dietary behaviors/food choices/exercise • In employee performance • Has training transferred to the job? • More difficult to measure Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Measure Organizational Results • Quality and/or quantity of work done • Benefits to company • Efficiency/productivity/employee morale • Dollar savings that result Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Measure Learning – Cognitive, Affective, Psychomotor • Compare with performance objectives • Develop situations based on objectives • Attitudes/values difficult to measure Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Measure Other Outcomes • Psychosocial outcomes • Physiological/biological measures • Eating behavioral change based on self reports • Environmental/organizational changes Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Data Collection Techniques • Test • Questionnaires • Interviews and self-reports • Observation • Performance test and measures • Ratings and checklists Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Validity of Measurements • Do we measure what we intend to? • Content-related validity • Construct-related validity • Criterion-related validity Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Lesson Plans • Summary information about instruction • Pre-assessment/needs assessment • Performance objectives • Content outline (introduction, body, conclusion) • Sequence of content Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Lesson Plans (con’t) • Activities to reach objectives • Techniques/methods of instruction • Educational materials, visuals • Facilities; time allotted • Method to evaluate results/outcomes • References Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

Step 7: Documentation • Mandated by JCAHO (Joint Commission) • In patient/client records • Document assessment, diagnosis, intervention, outcomes • Document in employee records Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins

PES Approach to Documentation • Problem (specific nutrition diagnosis) • Etiology or cause • Signs/symptoms • Document nutrition assessment, nutrition diagnosis, nutrition intervention, monitoring and evaluation Copyright © 2014 Wolters Kluwer Health | Lippincott Williams & Wilkins