Nutrition Education and Counseling PDF

ADMAS UNIVERSITY GAROWE-CAMPUS, PUNTLAND SOMALIA FACULTY OF HEALTH SCIENCES Nutrition Education and Counseling /HuNu3131 Course Title/ Code Nutrition Education and Counseling /HuNu3131 Degree Program BSc. in Human Nutrition Module Title/Code...

ADMAS UNIVERSITY GAROWE-CAMPUS, PUNTLAND SOMALIA FACULTY OF HEALTH SCIENCES Nutrition Education and Counseling /HuNu3131 Course Title/ Code Nutrition Education and Counseling /HuNu3131 Degree Program BSc. in Human Nutrition Module Title/Code Nutrition Intervention /HuNu-M3131 Module Coordinator NN Course Information Year: III Semester: I Lecture Day: NN Lecture Time: NN Lecture Location: NN Name of Instructor TBA Instructor’s Contact Office: NN Information Phone: NN Email: NN Office hour: NN Course Credits 5 CP Student work load in Lecture Tutorials Lab practice Home study Total hours 3 0 2 3 8 Course Description/ The course provides understanding of the principles of design and presentation Contents of nutrition education for specific groups and principles of communication. The course also focuses on describing the meaning, definition, theory, processes, models, methods and approaches of information communication. Course Objectives & By the end of the course, students will: Competences to be  Able to develop nutrition education messages for different target groups to Acquired bring about behavioural change.  Master the techniques of using different audio-visuals for communicating nutrition messages for different target groups. Pre-requisites Introduction to Human Nutrition, Community Nutrition, Nutrition Throughout the Life Cycle. Status of Course Compulsory Schedule Weeks Topics and sub topics 1st Chapter 1. Introduction 1.1 Defining Education, 1.2 Nutrition education 1.3 The process of nutrition education Chapter 2. Behavioral change theories 2nd 2.1. Common Theories and modules used in nutrition education 2.1.1. Social cognitive/learning theory 2.1.2. Experimental learning theory, 3rd 2.1.3 Trans-theoretical/stage of change model, 2.1.4 Self-efficacy theory, 4th 2.1.5 Health belief model, and 2.1.6 Theory of reasoned (planned) action 5th Chapter 3. Principles of communication 3.1. Communication process 3.2. Channels of communication 3.2.1. Classification of channels 3.1.2. Selection of channels 6th 3.3. Factors affecting communication 3.4. Aids for communication 3.4.1. Audio visuals and Visual aids 3.4.2. Purpose and classification of communication aids 3.4.3. Choice and organization of communication aids 7th Chapter 4. Developing Nutrition education strategies 4.1. Application of learning theories in nutrition education 4.1.1. classical conditioning/stimulus response 4.1.2. Thorndike’s laws (readiness, exercise and effect) 4.1.3. Skinner’s operant conditioning 4.1.4. Kurt Lewin’s theory, 4.1.5. Kelman’s theory 4.1.6. Gestalt theory of learning 8th 4.2. Developing appropriate and culturally relevant nutrition education strategies 4.3. Principles in developingnutrition education strategies Chapter 5. A global approach to nutrition education 5.1. Different approaches of nutrition education 9th 5.2. Planning process 5.2.1. Steps in planning 10th 5.2.1.1. Information gathering 11th 5.2.1.2. Defining and prioritizing problems 5.2.1.3. Setting goals and Objectives 12th 5.2.1.4. Identifying and Obtaining Resources 5.2.1.5. Selecting appropriate Methods 5.2.2. Implementing and Evaluate the Program 13rd Chapter 6. Nutrition education for different groups 6.1. The need for addressing especial needs of different groups 6.1.1. Adult learners 6.1.2. The less-literate 6.1.3. Adolescents Chapter 7. Nutrition Counseling 14th 7.1. Definition of nutritional counseling 7.2. Basic differences of nutritional counselling and education 7.3. Purpose of nutrition counseling 7.4. Key principles for counseling 7.5. Targets for nutritional counseling 7.6. Benefits of nutritional counseling 7.7. Nutrition counseling strategies 7.8. Essential principles 15th 7.9. The process of counseling 7.10. steps during counselling; GALIDRA 16th Final exam Teaching & Learning Methods: Interactive lecture, Tutorials & Seminars, discussion Course Preparedness and participation: both students and the teacher should be prepared since Expectatio education is an interactive process. Students should be active participants in the teaching- n learning process. They should be interested to the course and come to class with the necessary materials such as exercise books and pen. In addition, they should to take responsibility in their education. Teachers are also expected be prepared and interested to the course, which they are offering. They have to consult the essential materials ahead of time and try share their knowledge in an efficient and effective manner. Course Attendance: students should attend the classes and all Tutorials & Seminars sessions. Policy Assignments: all students must do all the assignments given Tests/quizzes: all students must site/take all tests/quizzes given to complete the course. Cheating/plagiarism: cheating/plagiarism is strictly forbidden. It will result in disqualification of the results. References 1. Spark, Arlene (2007). Nutrition in Public Health: principles, policies, and practice. New York: CRC press, Taylor & Francis Group, LLC 2. Marie A. Boyle and David H. Holben. (2006). Community Nutrition in Action: An Entrepreneur Approach. 3. Alan C. Holmes (1978). Visual Aids in Nutrition Education: A guide to their preparation and use