Lecture 2: Theories and Models Used to Design and Implement Interventions 2024 PDF

Lecture 2: Theories and models used to design and implement an intervention Sarah Blunden PDt MSc CDE September 6 2024 NUTR 511 Nutrition and Behaviour  Land Acknowledgement McGill University (Tiohtiá:ke/Montreal) is situated on the traditional territory of the Kanien’kehà:ka, a place w...

Lecture 2: Theories and models used to design and implement an intervention Sarah Blunden PDt MSc CDE September 6 2024 NUTR 511 Nutrition and Behaviour  Land Acknowledgement McGill University (Tiohtiá:ke/Montreal) is situated on the traditional territory of the Kanien’kehà:ka, a place which has long served as a site of meeting and exchange amongst many First Nations including the Kanien’kehá:ka of the Haudenosaunee Confederacy, Huron/Wendat, Abenaki, and Anishinaabeg. We recognize and respect the Kanien’kehà:ka as the traditional custodians of the lands and waters on which we meet today. https://www.mcgill.ca/circ/land- acknowledgement 2 2023  Agenda 1 2 3 4 Quick review Review Examples Questions Lecture 1 Strategies from the literature 3 2023  1. Define the different models and theories 2. Understand how to implement the different models and theories Objectives 3. Discuss their purpose and benefits 4. Discuss their limitations 5 4 2023  Why? Theories and theoretical models consist of principles, constructs, and variables, which offer systematic explanations of the human behavior change process. Behavior change theories and models provide a research-based rationale for designing and tailoring nutrition interventions to achieve the desired effect. A theoretical framework for curriculum and treatment protocols, it guides determination of: (1) what information patients/clients need at different points in the behavior change process, (2) what tools and strategies may be best applied to facilitate behavior change, and (3) outcome measures to assess effectiveness in interventions or components of interventions. https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-1  The Theories and models The following theories and models have proven valuable in providing a theoretical framework for evidence-based individual and interpersonal level nutrition interventions. Other theories may be useful for community level interventions (eg, Community Organization, Diffusion of Innovations, Communication Theory). Nutrition counseling based on cognitive behavioral theory approach Nutrition counseling based on health belief model Nutrition counseling based on social learning theory approach Nutrition counseling based on transtheoretical model and stages of change approach 6 2023  Limitations? The social context in which the person exist (disclosed or not) There is no clear distinction between the various SOC or theories There is the assumption that people are always logical and coherent when making decision There is no clear timeline about how long a person might stay within each stage Provider error or bias, variability Other 7 2023 Examples of Limitations of the Health Belief Model https://hl250healthbeliefmodel.weebly.com/limitations.html 8 2023  Strategies: selectively applied evidence-based methods or plans of action designed to achieve a particular goal https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/page-059 9 2023  https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-MI 10 2023  Motivational Interviewing continued https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-MI 11 2023 focus on success Goal Setting Strategy 12 2023  Self Monitoring Strategy 13 2023 https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-SM  Problem Solving Strategy https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-PS 14 2023  Social Support Strategy https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-SS 15 2023  positive self talk Stress Management Strategy 16 Presentation title https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-SMGT 2023  Stimulus Control Strategy 17 https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-SC 2023  Cognitive Restructuring Strategy https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-CR 18 2023  Presentation title https://www.youtube.com/watch?v=3ThUrVXz9j0  Relapse Prevention Strategy https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-RP 20 2023  Rewards and Contingency Management Strategy https://www-ncpro-org.proxy3.library.mcgill.ca/pubs/2020-encpt-en/codeC-2-RCM 21 2023  2023 22 Presentation title  SMART Goals https://www.istockphoto.com/photos/smart-goals 23 2023 Williams, C. (2012). MGMT (5th ed.). USA: SouthWestern College Publishing  Examples from the literature Slides 24-68: not in exam Presentation title 24  Likai Gong, Ei-Xia Mussai, Zoe Schmidt, Sarah Staples students 2022 25 2023  Aim 1 Study Aims Evaluate the impact of the vegetable app on children’s liking and intake of vegetables Aim 2 Determine whether changes in intake are related to changes in liking of vegetables after vegetable app exposure Likai Gong, Ei-Xia Mussai, Zoe Schmidt, Sarah Staples students 2022 (Farrow et al, 2019)  Experimental Design Study Type Setting Randomized controlled trial Quiet room in/close to classroom Assessments Participants Food fussiness: Children’s Children aged 3-6 years Eating Behaviour Questionnaire Male & female Likeness: “smiley face rating In preschool/primary scale” schools in West Midlands, Hunger: Teddy Bear Hunger UK rating scale Able to read/write in English Likai Gong, Ei-Xia Mussai, Zoe Schmidt, Sarah Staples students 2022 (Farrow et al, 2019)  Intervention Procedure Intervention Vegetable Maths Participants shown sweet Masters App (n = corn, yellow pepper, carrots, Children randomly and tomato pre-play and 40) assigned asked if they could name & sequentially to would like to taste the foods intervention & Control control groups Turtle Maths App (n = 34) Data Participants Children asked Participants asked played assigned analysis to rate likeness to view/taste app for 10 commenced. of vegetable(s) if vegetables again minutes Children tasted post-play & rate rewarded likeness if tasted with a sticker Likai Gong, Ei-Xia Mussai, Zoe Schmidt, Sarah Staples students 2022 (Farrow et al, 2019)  VMM indirectly increased vegetable intake with likeness as the mediator N o direct effect on VMM and vegetable intake p=0.19, CI [2.81, 8.46] Indirect effect (with mediator) increased intake: p