Chapter 16 - Principles of Nutrition Education

THREE TYPES OF CHANGE

What are the Three Levels of Intervention/Three Types of Change?

Step 1: Enhancing Motivation: "WHY Change" - explore feelings, attitudes, & beliefs (increase client awareness about behaviors through self-assessment)

Step 2: Providing Information & Skills to Act: "HOW to Change" - Incorporate activities that help clients gain skills (nutrition-related info, food preparation)

Step 3: Creating a Support System - E.g. Exercise buddy, where to find inexpensive fruits & vegetables

THREE TYPES OF CHANGE

Examples of Step 1: Enhancing Motivation/ "Why Change"

1) increase client awareness of behaviors through self-assessment activities such - food checklists or physical activity record

2) Explore pros & cons of behaviors to help ppl explore & resolve ambivalence

3) Address social norms by discussing impact of peers & media on behavior choices

4) Provide opportunities for clients to think about perceived benefits & barriers for behaviors

5) Help clients overcome barriers & increase-self confidence/self-efficacy to make a change

THREE TYPES OF CHANGE

Examples of Step 2: Providing Information & Skills to Act/"How to Change"

1. Discuss relevant nutrition-related info

2. Build skills in food prep & cooking

3. Practice critical thinking skills to help clients make healthy choices

4. Provide opportunity for clients to practice setting realistic goals

5. Encourage self-monitoring of food intake & PA to increase clients' sense of control over eating and activity behaviors

THREE TYPES OF CHANGE

Examples of Step 3: Creating a Support System

1) Discuss how to develop a positive support system - like Identifying an exercise buddy

2) Map out places in community to exercise & find inexpensive fruits & vegetables

PROGRAM

What are the SIX basic educational principles of program design?

(Educational research shows that the effect of an intervention on the target population's knowledge and behavior depends on the intervention's 6 basic educational principles)

1) Consonance - Degree to which communication is directed toward accomplishing the intended outcome

2) Relevance - degree to which intervention is geared to clients including reading level & visual acuity

3) Individualization - Adapt to individual learning process

4) Feedback - provide a measuring stick to determine how much progress they are making e.g. achieved objective

5) Reinforcement - components of a program designed to reward the desired behavior like praise & congrats

6) Facilitation - Measures taken to accomplish desired action or eliminate obstacles e.g. weekly food diary sheet facilitates a client's ability to record actual food intake

Examples of the SIX basic EDUCATIONAL PRINCIPLES OF PROGRAM DESIGN

1) Consonance

2) Relevance

3) Individualization

4) Feedback

5) Reinforcement

6) Facilitation

1) Consonance - In intervention to improve proper self monitoring

of blood glucose, teaching

benefits of monitoring without showing how to monitor would be insufficient (need to SHOW how to monitor so that communication is directed toward achieving outcome)

2) Relevance - Program should be tailored to clients'

knowledge, beliefs, circumstances, and prior experience, determined by pretests, baseline questionnaires, or interviews.

3) Individualization - Because clients learn in different ways and

at different rates, a program is more likely to be effective if the education is tailored to individual needs.

4) Feedback - can be based on achieved learning objectives (such as increased knowledge about a given subject) or outcomes (such as increased adherence

to a prescribed diet).

5) Reinforcement - Praise and congratulations are very

effective in rewarding changed behavior.

6) Facilitation - a weekly food diary sheet facilitates a client's ability to record actual food intake.

TEACHING ACROSS THE LIFESPAN

What are 6 tips that should be considered when teaching children:

1) Messages should be _____, _____, and ______

2) Avoid _______ statements and Emphasize _______ statements/points

3) Relate messages to the child's ______

4) Make ______, ________ suggestions

5) _________ the child by asking questions and relating to his/her experiences & activities

6) Show the child _____ to, NOT WHY

1) Short, clear, and simple

2) Avoid NEGATIVE/judgemental statements; Emphasize POSITIVE points

3) child's INTEREST (Making learning fun!)

4) PRACTICAL, CONCRETE suggestions

5) INVOLVE the child

6) Show the child HOW to

TEACHING ACROSS THE LIFESPAN

What are 6 tips that should be considered when teaching adolescents:

1) Relate to the adolescent's _______

2) Consider the impact of peer ______

3) Consider the client's ___________ and attitudes toward authority

4) Address their __________ about physical changes

5) Discuss ______ changes & _________

6) Tie teaching concepts to adolescents concerns such as ________ and __________ performance

1) INTERESTS

2) PRESSURE

3) REBELLIOUSNESS

4) INSECURITIES

5) MOOD changes & IMPULSIVENESS

6) APPEARANCE & ATHLETIC performance

TEACHING ACROSS THE LIFESPAN

What are 4 tips that should be considered when teaching pregnant women:

1) Relate present needs to the expected performance during _____ and ________ and a healthy outcome

2) Address her ________ & _________

3) Consider the impact of _________, ______, and _______ changes taking place

4) Acknowledge her _____

1) LABOR & DELIVERY

2) ANXIETIES & CONCERNS

3) PHYSIOLOGICAL, PSYCHOLOGICAL, & EMOTIONAL changes taking place

4) NEEDS

TEACHING ACROSS THE LIFESPAN

What are 4 tips that should be considered when teaching Adults:

1) Acknowledge & relate to the client's ______ & ______

2) Consider his or her _____ _______ with & knowledge of the subjects discussed

3) Personalize your interaction to the client's current _______ _________

4) Provide an opportunity to _______ using knowledge & skills

1) NEEDS & CONCERNS

2) PRIOR EXPERIENCES

3) HEALTH PROFILE

4) PRACTICE

TEACHING ACROSS THE LIFESPAN

What are 5 tips that should be considered when teaching Older Adults:

1) Address any anxieties or concerns associated w/ _______, ________ ______, ________ ______

2) Consider the impact of chronic conditions & disease on the client's ability to ________ and his or her ________ _________

3) Relate to a client's needs with ______

4) Consider your recommendations in the context of the client's ______ ___ _____

5) Provide an opportunity to ______ using the knowledge & skills

1) ISOLATION, CHRONIC DISEASE, ECONOMIC CONSTRAINTS

2) COMMUNICATE & his or her ATTENTION SPAN

3) EMPATHY

4) QUALITY OF LIFE

5) PRACTICE

DALE'S CONE OF EXPERIENCE: THE LEARNING CONE

After two weeks, what percent information do we remember utilizing the following learning methods:

a) Reading (verbal receiving)

b) Hearing (verbal receiving)

c) Watching (verbal receiving)

d) Watching a video (visual receiving)

e) Getting Involved in Discussion (Participating)

f) Presenting/Simulating Real Experiences (Doing)

a) 10% of what we read

b) 20% of what we hear

c) 30% of what we see

d) 50% of what we see & hear

e) 70% of what we say

f) 90% of what we say & do

GUIDING ADULT EDUCATION

What are the 3 Basic principles of guiding adult education?

Hints:

1) What 3 things influence adult learning?

2) How often does adult learning occur?

3) What is the role of the adult educator?

1) Adults roles, responsibilities, and past experiences influence learning

2) Adult learning is constantly occurring

3) The role of the adult educator is to facilitate this continuous learning process (do not attempt to change to many things at once)

RESEARCH TARGET POPULATION

What are three ways to research your target population/audience?

1) Review the literature

2) Conduct formative research - one on one interviews & focus groups

3) Asking representative from the audience to help with planning the program

(To ensure successful interventions, study target population and learn what motivates them, what they want, and what they need)

NUTRITION EDU PLAN

What are the 8 components in Developing a Nutrition Education Plan?

Hint: Ask these 4 Questions:

- What is our purpose?

- How are we going to educate?

- How are we going to spread awareness of our program

- How to get more people involved?

- How effective are we being?

1) NEEDS of the target population

2) GOALS & OBJECTIVES - Three levels of intervention (Build Awareness/Why Change, How to Change Lifestyle, Support System)

3) PROGRAM FORMAT

4) LESSON PLANS

5) NUTRITION MESSAGES to be imparted

6) MARKETING PLAN

7) PARTNERSHIPS (develop them)

8) EVALUATION INSTRUMENTS

DEVELOPING LESSON PLANS

a) Lesson plans should be centered on the learner's _______, _______, ________

b) Relate the learning experience to _______-_______ situations

c) Involve the students in the _________ _________

a) INTERESTS, NEEDS, MOTIVATIONS (this comes from the assessment of target audience)

b) REAL-LIFE (make it practical - directly related to learners' lives & experiences)

c) LEARNING PROCESS

DEVELOPING LESSON PLANS

What are the three components in structuring your lesson plan?

1) IDENTIFY the major concept you are communicating (What am I trying to teach?)

2) WRITE objectives for the learner (SMART objectives)

3) BODY of the lesson - content to be presented, ACTIVITIES, & EVALUATION method

DEVELOPING LESSON PLANS - WRITING OBJECTIVES

In order to write effective objectives, Instructional objectives should:

1. Concentrate on the learner & not the teacher

2. Clearly communicate a specific instructional intent

3. Be stated in terms of the end product aka the learning outcomes & not in terms of the process of learning

4. Include one type of learning outcome per objective to describe the learners' performance

DEVELOPING LESSON PLANS

What is the appropriate format to structure lesson plans?

1. Lesson title - a one sentence (limit it to 10 words) summary of your topic

2. Target Audience - clearly identify the target audience - their grade or educational level etc.

3. Duration

4. Lesson Goals - goal for the class, a statement of what will be accomplished or learned

5. Learning Objectives - identify the expected learning outcomes using measurable statements

6. Procedure - describe in detail your plan for the lesson

7. Learning Experiences or Activities - different activities during the educational session

8. Methods of Evaluation - - describe how the instructor will assess if the expected outcomes have been achieved; creative assignments, knowledge tests, exams, homework

9. Materials Needed - list all of the necessary materials for use by the educator and those needed by the learner

WRITING INSTRUCTIONAL OBJECTIVES

What are the 4 components of writing instructional objectives:

1) Who should they concentrate on?

2) What should be clearly communicated?

3) State objectives in terms of the _____ product

4) Include one outcome _______ in describing the behavior

1) Concentrate on the LEARNER

2) Clearly communicate INTENT

3) END product - Avoid terms such as increase, gain, improve

4) "SPECIFIC" - Avoid including two active verbs in one objective

Specific objectives: write, identify, compare, describe, list, state, differentiate, distinguish, explain.

What essential elements should always be part of your Lesson Plan?

1. Objectives

2. The Body of the Lesson

3. Activities

4. Evaluation

DESIGNING HEALTH MESSAGES

When Designing Health Messages, they should be:

1. Insightful

2. Straightforward, Relevant, Compelling language

3. Simple, Practical, Fun

4. Personal & Meaningful

5. Provide Options