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.
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J R
JR
Department of Nutrition and Dietetics, School of Allied Health Professions, College of Health Sciences, Georgia State University, Atlanta 30303-3083.
D000368:Aged / Q000523:psychology*; D000369:Aged, 80 and over / Q000523:psychology; D004046:Dietetics / Q000379:methods*; D006801:Humans; D007858:Learning; D052756:Nutritional Sciences / Q000193:education*