Guest Lectures

Question 1

What is the aim of the FOODcents adult nutrition

education programme?

Answer 1

To increase our understanding of individual and
societal factors that increase the risk of cancer in
the community, and through this understanding
develop more effective polices and programs to
reduce cancer risk in the community.

To encourage dietary improvement and reduce the risk of diet-related
disease among the disadvantaged
 Specifically addresses consumption behaviours associated with risk of chronic
disease
 Designed to increase knowledge and motivation to:
(a)increase consumption of fruit, vegetables, and cereals
(b)decrease consumption of foods high in sugar, fat, and salt
(c) improve food expenditure according to the healthy diet pyramid

Question 2

Primary focus areas for FOODcents?

Answer 2

 Alcohol
 Nutrition
 Obesity
 Physical activity
 Sun exposure
 Tobacco

Question 3

What is the problem?

Answer 3

1/5 deaths are associated with poor diet

 Poor dietary intake = risk factor for disease + mortality
 Adequate intake of fruits, vegetables, fibre etc. important to reducing risk
 Intake levels fall well below recommended targets

Question 4

What is the solution to FOODcents problem?

Answer 4

 Nutrition education is an intervention strategy that can be used to create
health- and nutrition-promoting environments
 Nutrition education enables individuals to make healthy food choices
 Typically targeted at disadvantaged groups (e.g., low SES)
 Why?
 Lower SES is associated with higher levels of overweight/obesity and resulting weight-related
illnesses
 Lower SES have higher than average intakes of unhealthy foods and lower than average intakes of
fruits and vegetables

Question 5

What is foodcents?

Answer 5

 Long-standing nutrition education programme delivered to disadvantaged
groups in Western Australia
 Piloted in regional WA in 1992
 Implemented state-wide in 1995

Question 6

How was the Foodcents curriculum developed?

Answer 6

 Principles of the Precede–Proceed programme planning model followed
 Work with target groups to identify knowledge gaps and other barriers to engaging in recommended behaviours
 Develop content that addresses the gaps and barriers
 Formative research conducted
 Identified primary factors preventing lower-SES individuals from achieving a
healthy diet

Question 7

How many sessions? Locations? Target groups? of Foodcents?

Answer 7

 Course duration
 Single-session: 1-2 hours in duration, primarily focuses on a specific issue
 Multi-session: Up to 8 sessions, covers a broad range of topics

 Course location
 Metropolitan and regional areas

 Target group
 Lower income + disadvantaged adults (but all adults welcome)

Question 8

What do program developers need to consider when running education courses with disadvantaged groups?

Answer 8

 Literacy levels
 Presence of a translator for immigrant participants
 Information materials suitable in content and length
 Face-to-face approach

 Access to course (i.e., location)
 Free and ample parking
 Close to public transport
 Disability-friendly

Extensive use of in-session activities designed to actively engage participants
with the course content
 For example:
 The instructor supplies food packets (processed foods) and pictures of fresh
foods (fruits and vegetables) for participants to classify
 Tape is used to outline the segmented healthy eating pyramid on the floor and
participants place the packets/pictures where they think they belong
 Guided discussion with the group results in items being progressively moved
until all items are in their correct locations

Question 9

What are the 3 types of evaluation?

Answer 9

 Process: Was the program implemented as intended?
 Outcome: Did the program meet its objectives?
 Impact: Did the program achieve its ultimate goal?

Question 10

FOODcents evaluation consultation with who?

Answer 10

Cancer Council, Foodbank and Australian redcross

Question 11

What is FOODcents evaluation process?

Answer 11

 2 years
 Pre- and post-session surveys (n = 927)
 Online survey (n = 96)
 Focus groups (x5)
 Observation episodes (x23)

 Pilot testing with 90 course participants prior to formal implementation
 Accommodate literacy needs of participant while maximising rigour
 Different versions developed to ensure they were suitable in content and
length
 Long questionnaires designed for groups comprising more literate
participants
 Long questionnaires designed for participants attending multi-session
courses

Question 12

What were the results of the knowledge test?

Answer 12

 Significant improvements in food categorisation
 Significant improvements in food label reading
 Significant improvements in budgeting (no differences between SES)

Question 13

What were the results in behaviour change?

Answer 13

Significant improvements in:
 Wholemeal bread products
 Legumes/beans
 Soft drink/cordial
 Biscuits/cakes
 Using low-salt alternatives

Question 14

What race did the FOODcent’s program also evaluate its effectiveness in?

Answer 14

Indigenous Australians

Question 15

Was the FOODcents program effective for Indigenous Australians?

Answer 15

YES

Although not designed for an Aboriginal population, FOODcents
was at least as effective for this group
 Superior outcomes with Aboriginal participants on some key
outcomes

Question 16

What did the long term follow up of the evaluation of the FOODcents program slow

Answer 16

over time behaviours and knowledge slowly deminishes

Booster or refresher sessions may assist individuals to consolidate and reinforce their learning
 These sessions courses are likely to be considered appropriate and desirable
by the target group
 Given the possible negative consequences of broader societal trends on respondents’ diets, such courses may also be beneficial in countering any
misinformation disseminated by the media, thereby preventing deterioration in outcomes due to pervasive external force

Question 17

What were the limitations of this evaluation?

Answer 17

Reporting requirements - quarterly