Applying Principles of Nutrition Education to Program Design and Health Messages PDF

Applying principles of Nutrition Education to program design and health messages Dr. Lama Mattar Outline What is nutrition education Education in the lifespan Developing a Lesson plans Writing instructional objectives...

Applying principles of Nutrition Education to program design and health messages Dr. Lama Mattar Outline What is nutrition education Education in the lifespan Developing a Lesson plans Writing instructional objectives nutrition education Specify the nutrition messages Conducting formative evaluation plan Conducting summative evaluation Principles of Nutrition Education Nutrition education is an essential major component of health promotion and disease prevention strategies. Successful nutrition messages are essentially consumer- oriented. The basic principle of the consumer-oriented communication technique is to understand what consumers know, believe, value, and do relating to food, diet, and nutrition. Principles of Nutrition Education Learning experiences designed to facilitate the voluntary adoption of eating and other nutrition-related behaviors conducive to health and well-being. Behavior is the effects of nutrition education (such as intake of specific foods) Effective programs integrate good instructional design and learning principles and use the mass media What is a Gets target audience to: Examine their belief system successful Evaluate the consequences of certain behavior health Change behavior message? Examples of Nutrition Education in the US Eat Smart. Play Hard. http://www.fns.usda.gov/eatsmartplayhardh ealthylifestyle/ USDA Food and Nutrition Service, Core Nutrition Messages http://www.nhs.uk/livewell/5aday/Pages/5ADAYhome.aspx “They’re still growing. Help your kids grow strong. Serve fat-free or low-fat milk at meals.” http://www.fns.usda.gov/fns/corenutritionmessages/default.htm  Variability in target audience: different backgrounds, culture, health risks, health beliefs, motivators, learning style, environment, goals and expectations. Issues to Use media that facilitate consider individualisation Consider the 6 basic educational principles:  The 6 principles that can help the nutritionist carry out effective nutrition education programs. 1. Message: Send a clear message to the learner. 2. Format: Select the most appropriate learning format (e.g., lecture, small group, storytelling methods). 3. Environment: Create the best possible Education learning environment (room, furniture, visual aids, flyers, and other materials). al 4. Experience: Organize positive and Principles meaningful learning experiences (create a pleasant atmosphere, present materials in a well-organized and logical manner). 5. Participation: Participatory learning = role play, storytelling, hands-on training, case studies, and critical thinking activities 6. Evaluation: Evaluate and give objective feedback to the learner (use quizzes, demonstrations of skills gained). The nutritionist can use the feedback from the learners to improve the education program.  People of all ages learn best if: They have prerequisite knowledge Learning Content is broken up into small pieces They use what they learn – reinforcement across the They have an opportunity to practice what they have lifespan learned Learning needs, preferences, and abilities change as they age  Adult learning is an intentional, purposeful activity Adult roles, responsibilities, and previous learning influence learning Adult learning is constantly occurring purpose of adult Adult education is to facilitate the continuous learning process Education Adult learners learn best when subject matter is tied directly to their own realm of experience Their learning is facilitated when they can make connections between past experiences and current concerns - concrete Problem centered learning – immediate need to learn  Make learning a collaboration between Make teacher and learner – sharing of personal experiences Encoura Encourage participatory approaches – ge discussions Tips for teaching Seize teachable moments – adults in Seize transition phase (pregnancy, mid-life, older adult) are more open to learning adults Increase self-worth by validating their Increase experiences through positive feedback Recogni Recognise individual and cultural differences se  Child Learners: Children are not born with the natural ability to choose nutritious foods, but they are born with a preference for sweet Child tastes. Learners They also show negative reactions to bitter and sour tastes and a neutral response to the salty taste. Child Learners Involving parents/families A behaviorally focused approach: Targets children’s behaviors using social modeling of eating nutritious meals and snacks by peer and adult role models. Adults offering food to children in a + social environment and not a reward. https://www.youtube.com/watch? v=Eepc72Gxdtc Child Learner Developmentally appropriate learning experiences and materials: ex: for children aged 4 to 7 so they understand concepts such as having energy and a strong heart, eating low-fat foods, and keeping germs out of the body. Food-based activities: Such as tasting parties, food preparation, vegetable and fruit gardens, engaging the five senses with food and interactive activities (e.g., games, songs, role playing, stories, puppets, and puzzles). Child learners Using abstract thinking as a learning tool for adolescents: Like adults, adolescents are able to reason deductively. Using peer groups is a significant method in adolescents’ learning. Incorporating a self-evaluation or self-assessment and feedback component: Is effective in interventions for older children with personalized computer- assisted feedback.  Education Across the Life Span Hands on Experience Nutrition Focus Group Discussion Pregnant and Lactating Women The goal is appropriate maternal weight gain, nutritional adequacy of the maternal diet, and positive infant outcomes, such as satisfactory birth weight. Pregnant and Lactating Women Effective intervention strategies include: Nutrition counseling and classes that focus on pregnant women’s specific behaviors using individualized assessment. Prenatal exposure to information about the benefits of breastfeeding with respect to health benefits using group classes and peer breastfeeding classes. Peer education inspires a group of pregnant and lactating women to express health and nutritional messages to each other. The group becomes active participants in the educational process instead of passive recipients.  For a multicultural group: Use cultural images / symbols that people of the target ethnic group view as positive and appropriate Review revised materials for illustration/content issues. Modify materials based on input Education from working groups. Be knowledgeable about and appropriate reading levels (literacy). Use bilingual Culture interpreters. Have an understanding of cultural appropriateness of vocabulary. Limit the number of messages in each educational piece. Put people into partnerships— Pair-up, discuss, and share ideas to engage the participants. Developing a Nutrition Education Plan The education plan must address the needs of the specific population. The 5 learning principles used to conduct successful nutrition education programs are presented next  Developing a Nutrition Education Plan Respect: Respect the learners as Engagement: Each learner must do decision makers of their own more than just listen. learning. Respect who they are, where they’ve been, and what Relevancy: Determine why the they know. information is important to the learner, how it has personal Inclusion: Involve the learner in meaning to them. the organization and implementation of the activities. Safety: Create the environment that makes the learner feel free to participate. What People Remember Developi The nutrition education plan is a written document describing: the needs of the target ng a population Nutrition goals and objectives for intervention Educatio program format (e.g. instructional materials) n plan lesson plans nutrition messages marketing plan Partnerships – which will support program delivery evaluation instruments Developing Lesson Plans Structure your knowledge - Identify major concept to be communicated What is the telling question? E.g. What are calcium rich foods? What are trans fatty acids? What are the key concepts? E.g. Dairy sources of calcium, Plant sources of Calcium, Calcium-fortified products What teaching method is the best way to teach this? E.g. Lecture vs Group discussion vs demonstration…  Write instructional objectives Concentrate on end-product Developi for learner State in terms of the ng learning outcomes Match the learning Lesson outcomes to the objectives of your educational Plans program  Specific, Writing instructional outcomes Measurable, Achievable, Realistic and Timely  Lesson title Target audience Duration Component General objectives s of a Specific objectives lesson plan Procedure Learning experiences– how will the goals be accomplished? Evaluation Materials needed For each lesson plan – specify the nutrition messages and identifiers Simple, easy to understand concept Can be used in individual teaching sessions Can also be used to market a program/ in media campaign to increase awareness Choose low-fat dairy products Choose lean cuts of meat More matters: eat five or more servings of fruits and vegetables every day  E.g. From Heartworks for women program © 2010 Cengage-Wadsworth Source: Boyle and Holben 2010 Conduct formative evaluation E.g. Focus groups in the design phase to test messages and instructional materials At least one trial run before starting sessions People have varying degrees of capacity to obtain, process, and understand basic health information, tools and services – referred to as health literacy Incomplete understanding of their health problems People with low health More likely to report poor health literacy have: Greater risk of hospitalisation => Need to test reading level of educational materials - software  A diet high in fat may increase Which is blood cholesterol levels more Diets high in trans fats and effective? saturated fats raise blood cholesterol levels https://www.youtube.com/watch? v=LSFaDeRpSHA  Present information in a novel or unusual way to grab consumer’s attention (marketing: logo on General aprons, bookmarks, clothes, magnets, coloring books, key guidance for chains, memo boards...) designing Use language that attracts attention nutrition Questions to engage listeners: e.g. How many people die of messages heart attacks every hear? Immediate language “this, these, here”, not “perhaps, may, maybe” that express uncertainty Challenge for nutritionists: when can strong clear statements be made about research findings vs more conservative statements?  Think about target population Children do not reject behaviour's portrayed as Tips for bad or unhealthful designing “Give it to me straight” - Use simple straightforward nutrition language “Stop changing your minds” messages - Be consistent “Make it simple and fun” – give practical advice “Explain what’s in it for me” “Offer choices” e.g. Split a dessert with a friend or take half home to enjoy the next day  It’s All About You Make healthy choices that fit your lifestyle so you can do the things you BE REALISTIC want to do. BE SENSIBLE Make small changes overtime in what Enjoy all foods, just don’t over do you eat and the level of activity you it do. After all, small changes work better than giant leaps BE ADVENTUROUS BE ACTIVE Expand your tastes to enjoy Walk the dog, a variety of foods don’t just watch the dog walk BE FLEXIBLE Balance what you eat and the physical activity you do over several days. No need to worry about just one meal or one day Nutrition Education Examples Nutrition Education Examples : Nutrition Education Examples Nutrition Education Examples Visually shows the best ways of cooking foods (frying is not included) Nutrition Education Examples https://www.youtube.com/watch? v=MdVTq6a2tZM  Conducted at the end of the program was the program effective? how can it be improved in the future? Summativ For a nutrition education program e Could be a questionnaire asking about program evaluation activities Could be a post-test to test changes in knowledge Could be focus groups to discuss details of aspects of the program  Develop messages that are clear, consistent and give practical advice. Consider readability and health literacy of Conclusion your target population. s Conduct formative evaluation. Conduct summative evaluation.