Characteristics of older adult learners: a guide for dietetics practitioners.

Characteristics of older adult learners are described and related to program development, implementation, and evaluation. The framework for designing learning experiences consists of four steps: assessment of the needs of the learner; development of learning objectives and determination of content; selection and implementation of appropriate learning activities; and evaluation of the results of learning. Four major assumptions about older adult learners are discussed based on a model designed specifically for adult learners. Active involvement through self-administered questionnaires, interviews, or focus groups helps ensure that nutrition education programs are responsive to the older adult's needs. Age-related changes (ie, in senses of sight and hearing, reaction time, and memory) and psychologic and social changes (ie, loneliness, depression, illness, financial difficulties, or loss of a loved one) may occur in many older learners and need to be considered when selecting appropriate learning activities. A single approach to nutrition education is unlikely to meet the needs and preferences of all older adults. To maximize their effect as educators, dietetics practitioners need to adjust their teaching styles and program development strategies to better fit the characteristics of older adult learners.

Design, development, and formative evaluation of "put nutrition into practice," a multimedia nutrition education program for adults.

The purpose of this study was to design, develop, and formatively evaluate a computer-based multi-media nutrition education program for adults based on the Dick and Carey model of instructional design. The 4 phases of the study included analysis, design, development, and evaluation. Seventy-two volunteers from the US Air Force, aged 18 to 50 years, participated in focus groups, an E-mail survey, or a dietitian survey to establish the program's instructional goal of applying the principles of the Food Guide Pyramid to daily food choices. Objectives, assessment instruments, content, examples, and practice questions with feedback were written in the design phase. Four modules of instruction--Familiarization with Food Groups, Serving Sizes, Modifying a Menu, and Vitamins and Minerals--were programmed using Hyper-studio. Eighteen subjects aged 22 to 40 years, with at least a high school education and an average knowledge of nutrition volunteered to participate in 1 of 2 formative evaluation phases. All subjects completed a pretest, 2 posttests, 3 embedded tests, and an attitude questionnaire to ascertain program weaknesses. One module was deleted after phase 1 because the material lacked relevance to subjects. In phase 2, only 4 of 15 subjects could identify serving sizes in module 2 and only 6 of 15 subjects could do the same on posttest 1. Back buttons and review screens were added to modules 2 and 3 to facilitate identification of serving sizes. We conclude that dietetics professionals should use systematic models of instructional design, such as the Dick and Carey model, to design effective nutrition education programs for the public.

Update on congressional hearings on the diet industry.

Three hearings on the diet industry took place during 1990 in the House of Representatives' Small Business Subcommittee on Regulation, Business Opportunities and Energy. Testimony from service organizations and consumers resulted in specific recommendations being made regarding consumer-protection standards. In addition, options for developing stricter regulatory standards were discussed.

Factors influencing diabetic clients' ability to read and comprehend printed diabetic diet material.

Factors related to diabetic clients' abilities to read and comprehend printed diabetic diet material were explored by collecting data on social and demographic variables, prior knowledge, reading ability (using the Nelson-Denny Test), and comprehension of the diet (using the cloze technique) from 58 outpatient diabetic clients. A mean estimated reading grade level of 8.9 was obtained for the printed material, based on the use of three readability formulas. Analysis of cloze scores revealed that 62% of the clients scored less than 40%, indicating that the material was too difficult for them to comprehend; 21% scored between 40% and 59%, suggesting the need for supplemental instruction; and 17% scored 60% or above, indicating ability to fully comprehend. Clients scoring less than 40% tended to be older and obtained lower scores on the Nelson-Denny, as compared with those in the highest cloze category. Results of a stepwise regression analysis indicated that the Nelson-Denny vocabulary score, client age, and duration of diabetes were the strongest predictor variables for comprehension of the diet material.

Continuing education for health care professionals: a state of the art review.

This article presents an analysis of the literature on three major components affecting continuing education for health care professionals: the goals of continuing education, the design of programs, and the outcomes of efforts. Variations in emphasis on the goals from individuals representing differing role perspectives were evident. Frequently cited goals did not always correspond to the reasons professionals attend continuing education. Although a fairly clear description of desirable features of design was provided, evidence indicating that these features were capable of leading to the desired results of continuing education was lacking. Most studies supported the contention that gains in knowledge, skills, or attitudes occur as a result of continuing education. Although several studies demonstrated changes in performance as outcomes of continuing education, most used self-reports and failed to use comparison groups. Based on the analysis of the literature, specific recommendations are provided.