Nutrition Education EOT Revision Flashcards
(25 cards)
Define Nutrition Education:
Teaching the science of nutrition to an individual or group.
The focus is not solely on knowledge and facts but more so long term behaviour change.
The education must adopted and evidence based and theory driven approach to enhence effectivess.
Understand the importance of Program Planning:
The purpose of program planning is to devise a program that is appropriate to the health problem and the identified target group, within the resources available, and which will have the best chance of bringing about the desired changed.
Understand the Nutrition Education Process Model and how this applies to developing a nutrition education program
Key 1: Know your audience- Conduct a thorough Needs Assessment.
Key 2: Determine your Education Approach
Key 3: Design Theory-Based Interventions
Key 4: Establish Goals and Objectives
Key 5: Provide Instruction Planning and Incorporate Learning Strategies.
Key 6: Develop Appealing and Informative Mass Media Materials
Key 7: Conduct Evaluations
All elements must fit together to create a total, cohesive program
What are the TTM Stages of Change?
Transtheoretical Model (TTM): A person's readiness to change is the focus of TTM. It describes behaviour change as a series of changes, that occur over time. The TTM is separated into four components: 1. Stages of change: -pre-contemplation: no intention of changing within the next 6 months. -Contemplation: Aware of the problem, thinking of changing in the next 6 months. - Preperation: Intends to change in the next 30 days, may have made some small changes already. -Action: Actively engaged in the behaviour change for less than 6 months. -Maintenance: Enaged in the new behaviour change for atleast 6 months.
What are the 9 process of change within the TTM?
1: Consciousness Raising - seeking new information, developing an understanding, gaining insight or feedback about the problem.
2: Social Liberalisation - Focuses on the external environment and situations available to assist with reinforcing the new behaviour.
3: Emotional Arousal- Similar to consciousness Raising (1), Allows for feeling of loss and feelings related to the behaviour.
4: Self Re-evaluation- Honest re-assesment of the current situation, envision a future with the changed behaviour, decisional balance.
5: Commitment or Self Liberation - The responsibility of choice when a behaviour is changed, personal ownership of a behaviour change.
6: Countering - Use of meaningful alternatives to the problem behaviour
7: Environmental control - Manage your own environment
8: Rewards or Reinforcement management - Positive encouragement that sustains the changed behaviour.
9: Helping Relationships- Process is used at all stages, get support, find supportive people.
What is self-efficacy within the TTM?
The beliefs in ones own abilities to successfully complete a task.
Acts as both a determinant and an outcome of behaviour change
A circular relationship between self-efficacy and behaviour change.
People with high self-efficacy:
Choose challenging tasks
Set goals
Display a commitment to master those tasks
Generally stick to a program or recommendations
What is the Health Belief Model (HBM)?
The HBM suggest that the likelihood of an individual taking action related to the a health problem is based on the interaction of four different types of belief. These types of beliefs are:
- They perceive themselves to be susceptible to a condition or problem.
- They believe it will have potentially serious consequences.
- They believe a course of action is available that will reduce their susceptibility or minimise consequences.
- They believe that the benefits of taking action will outweigh the cost or barriers.
What is the Theory of Planned Behaviour (TPB)?
It was originally known as the ‘Theory of Reasoned Action’.
The theory poses that the individuals behaviour is directly influences by intention to engage in that behaviour.
There are three factors that affect behaviour intention and these are:
- Attitude
- Subjective norm
- Perceived Behavioural Control
What is the Social Cognitive Theory (SCT)?
The SCT has evolved from the Social Learning Theory and is one of the most widely used theories in health promotion. The basic concepts of the SCT are:
- Observational learning: Learning from other people by observing them is an effective way of gaining knowledge and altering behaviour.
- Reproduction- the process wherein there is an aim to effectively increase the repeating of behaviour by means of putting the individual in an comfortable environment with readily accessible materials to motivate him/her to retain the knew knowledge and behaviour learned and to practice them.
- Self-efficacy: the course where in the learner improves his/her newly learned knowledge or behaviour by putting it to practice.
- Emotional coping: good coping mechanism against stressful environments and negative characteristics can lead to effective learning environments.
- Self-regulatory capability: ability to control behaviour even within an unfavourable environment
Limitations of SCT:
- The theory assumes that changes in the environment will automatically result in change in the person behaviour, however this is not always true.
- The theory is loosely organised and it is unclear which of the factor is more important for behaviour change.
- The theory focusses heavily on learning and therefore, disregard biological and hormonal predispositions that may influence behaviours, regardless of past experiences and expectations.
- The theory does not focus on emotion or motivation, other than past experiences.
Write SMART Goals and Objectives and determine sub-objectives and session objectives.
The reason why we write SMART Goals and Objectives is because it is the roadmap for the intervention and drives the strategies you chose.
Write a SMART goal:
o Specify exactly what health problem you want to change
o How much change can you expect to see?
o By when would you hope to see this change?
This will become the goal of your nutrition intervention/program ie the dietitian’s goal.
Example of Health department Goal:
To decrease the prevalence of MI in men aged 55-64 living on the Gold Coast by 10% by
the year 2031.
The dietitian’s goals (program goal) would therefore be:
To decrease by 20% the prevalence of elevated serum cholesterol levels on the Gold Coast men aged 45-54 by 2021
Goals are about changing health problems.
Objectives are always about behaviour.
Example of a Dietitian’s program Objective about obesity:
To increase by 30% the proportion of preschool students at Cherryville Public School who meet daily recommended vegetable serves as per AGHE by 1 month post program.
Setting Sub-Objectives:
What knowledge, attitudes, beliefs, skills and environmental factor(s) are
contributing to the undesirable nutrition behaviour?
An example includes: For >80% of students to be able to prepare 2 healthy snacks containing vegetables by the end of the program
Write suitable intervention strategies that link to the SMART Goals and Objectives of a Program Plan
Your strategy is also known as your intervention, or project or program. It needs to be able to make a significant difference to the risk factors.
What is the evidence that similar interventions have worked? ▪ Body of evidence ▪ Look at the literature ▪ What has been done previously
You must create strategy objectives:
They explain the changes you want to see as a result of conducting the strategy
▪ They Link to your sub-objectives
▪ E.G By the end of the session participants will be able to prepare 2 lunchbox snacks containing fruit.
E.G: By the end of the session students will be aware of the sugar content of popular drinks
Be able to apply process, impact and outcome evaluation to nutrition education
programs/interventions
An evaluation plan determines the extent to which a program has achieved its health outcomes and assess the contribution of the different process or strategies used to achieve these.
To do this, we must collect data about the program and use this to make a judgment.
Intervention planning should be directly relevant to intervention evaluation because evaluation needs to measure change in the problem and its determinants.
Process Evaluation: Assesses the intervention strategies. ie (measures the activities in the program, program quality and who it is reaching).
Is the program reaching the target group? Are all parts of the program reaching all parts of the target group?
Impact Evaluation: Measures whether the intervention objectives and sub-objectives have been met. ie (measures short and medium term effects of the program)
Involves assessing what people know, what people recognise, what they are aware of, what they
understand and what people have learned
Commonly broken into measuring awareness or recognition of an intervention or intervention message
Involves assessing how people feel about the intervention or topic matter, or their ability to participate in intervention activities.
e.g: Reported dietary consumption data, Reported dietary behaviour changes, reported knowledge about nutrition.
Outcome Evaluation: Measures whether the program goal has been achieved. ie ( measures the long-term effect of the program)
Evaluates goals, both health dept (health problem) and program
(nutrition risk factors)
▪ Usually pre-post program measurements involved
▪ Timing of measurements important
What are the two types of data collection?
Quantitative: “An approach to research that emphasises the collection of numerical data and the statistical analysis of hypotheses proposed by the researcher”
Attempts to measure and ‘score’ changes occurring as a result of the program
- Measures may be made on participants using instruments preselected to detect the changes evaluators expect to see
E.g. Anthropometry, morbidity or mortality data, number of people meeting dietary recommendations
Qualitative: “An approach to research that emphasises the non-numerical and interpretive analysis of social phenomena”
Data source is text:
- Approach is unstructured and evaluator led by what people say about the programme
- Useful to find out barriers to participation, strength/weaknesses of the program strategies used, experiences of the program
Examples: attitudes and beliefs underlying their behaviours
- Thematic data analysis – interpreting what the data means
What is an executive summary and session plan?
An Executive Summary provides a concise and detailed overview of the main elements within a Report or Program Plan
The Executive Summary is a stand alone section that prefaces a Report or Program Plan and does not replace the introduction
The Executive Summary is written last to ensure all critical points of the document are included
Session Plans are important for the implementation and evaluation of a session and overall program
Session Plans can follow multiple templates however must include all relevant information required to deliver the session (including resources) - imagine it as an instruction manual for a nutrition educator
The session plan is to be designed so that the learning outcomes are met by participants by the end of the session
To formulate session objectives reflect on the following: “at the end of the session, participants should be able to:____”
What are the benefits of Ice Breakers?
An icebreaker is designed to relieve inhibitions or tension between people through the use of an activity, game or event.
The purpose of an icebreaker in an education session is to “warm up” the group by helping participants to get know each other and establish rapport.
They often focus on sharing personal information such as names, hobbies, occupation, interests etc
There are three types of Icebreakers:
- Icebreakers For conversations: The first type of icebreaker is just for fun. When participants know each other, laughter and conversation generated by the icebreaker, warm up the group. When participants are strangers, the ice is broken and participants learn something about each other.
- Icebreakers As a Segue Into the Topic of the Meeting: The second type of icebreaker introduces or segues into the topic of the training session or meeting. It might also generate laughter and conversation, but its clear purpose is to open up the topic of the session.
- Icebreakers As an Activity Based on the Reason for Meeting: The third type of icebreaker is an activity based on the purpose of the session. Participants engage in an activity to explore and improve their work or working relationships or to solve problems and identify new pursuits.
Benefits:
Help to dispel anxiety in newly forming groups
Help participants get to know each other
Help participants find commonality
Help set tone and energy of the group (be positive!)
Facilitators with low energy are perceived as having low confidence
Disadvantages:
Icebreakers do not mirror the real world and could be socially risk: E.G they may share something unique about them and it could result in others to perceive the individual as strange or have an alter view about that individual.
Icebreakers may be distracting: Sometimes you may need to think a lot about what information you may give in the icebreaker and as a result, you aren’t really listening to other individuals responses
Some people may have had bad experiences of warm-up activity or other ice-breaking exercise: therefore they associate all ice-breaker activities as uncomfortable.
Understand the purpose of a GANTT Chart and how it relates to Program Plans/Reports
A GANTT Chart MUST have tasks written on the vertical axis and time/date on the horizontal.
Other descriptors can be useful to ensure that all tasks get completed on time – e.g. detail of the task and who needs to complete the task(s)
A GANTT Chart is an essential time management and project/ program planning tool
A GANTT Chart illustrates and maps essential tasks to be completed and by whom
There are various forms that can meet the needs of different projects/programs and individuals. However, ultimately, it will determine the resources that are needed and in which order tasks should be completed
What are the identified six major assumptions regarding adult learner needs?
Researchers have identified six major assumptions regarding adult learner needs:
- Adults are relevancy-oriented and need to know why, what, and how.
- Adults expect to be treated as independent, responsible Individuals.
- Adults bring a vast amount of experience and knowledge into the learning environment
- They need to believe that the outcome of the educational experience will lead to the development of useful skills.
- Adults are task-centered and problem-oriented learners, especially when learning is related to real-life situations.
- Adult learners tend to be intrinsically motivated.
What is Kolbs Experiential Learning Theory?
Also known as the Kolb’s Reflective Cycle.
Two levels:
Four stage cycle of learning
Four separate learning styles
Kolb discussed the fact that people learn in different ways and each way is related in some fashion. He also believed that there is a way to maximise the way one learns.
Kolb expressed that there is nearly two opposing ways in which humans can learn experience, there is concrete experience or abstract conceptualisation. Learning from concrete experience happens when one learns simply by having a specific experience.
Conversely, learning from abstract conceptualisation happens when one learns by thinking about what is happening and analysing it.
Kolb also expressed that there are nearly two opposing ways in which a person can deal with an experience, by actively experiencing or reflective observation. Actively experimenting occurs when people physical involve themselves directly in the experience.
On the other hand, reflective observation occurs when people just observe that experience and reflect on that observation.
What is Kolbs Learning Styles Inventory?
Kolb’s Learning Styles is based on the four stage Kolb’s Learning Cycle theory.
Kolb explains that different people naturally prefer a different style of learning and these can be influenced by a person’s personal experiences such as education or home environment.
Accomodating: e.g Getting things done, leading, taking risks.
Diverging: e.g Being imaginative, understanding people, recognising problems.
Assimilating: e.g planning, creating models, defining problems, developing theories.
Converging: Solving problems, making decisions, reasoning,
Explain the Honey and Mumford Learning Style:
There are 4 learning styles (1981)
Activist:
Strengths: Involved in new experiences, problems
and opportunities, thrown in the deep end, Working with others in problem solving, games, role playing exercises
Weaknesses: Listening to lectures or reading long
explanations, Reading, writing and thinking on their own, Analysing and interpreting lots of data.
Theorists:
Strengths: An activity is backed up by ideas and
concepts that form a model, system or theory, In a structured situation with a clear purpose.
Weaknesses: In situations that emphasis emotions
and feelings, When activities are unstructured or
ambiguous.
Pragmatics:
Strengths: There is an obvious link between the
topic and a current need, They are shown techniques with clear practical advantages, They can copy and example or emulate a role model.
Weaknesses: There is no immediate practical
benefit, There are no clear guidelines on how
to do it, appears to be all ‘theory’.
Reflectors:
Strength: Able to stand back and observe first, Given time to think and investigate before commenting or acting, Doing tasks without tight deadlines.
Weaknesses: Forced to take a lead in a group, Doing things without preparation, Rushed by deadlines
What is the importance of verbal and non-verbal communication methods?
Non-verbal communication increases understanding of messages. When verbal and nonverbal communication are similar, it establishes better perspective on the message being sent.
The sender of message as well as receiver gets what is the intended meaning of the message and can act accordingly.
Four techniques health professionals use are: Mirroring, Silence, Summarising and Paraphrasing.
There are three types of silence: Awkward
Invitational, Compassionate.
Communication is not only important to ensure you deliver information effectively, it significantly influences an individual’s ability to build rapport
Explain what forming groups is about:
Tuckman and Jensen (1977) categorized groups into five stages:
Forming Stage:
Members determine their place in the group, go through a testing or orientation process, and are more independent.
icebreakers to help members get acquainted
retreats or workshop
review of the mission and purpose of the group
identify expectations of members
Storming Stage:
The group has members who react negatively to the demands of whatever tasks need to be accomplished, conflicts rise, and there is a high level of emotion.
provide additional resources when needed
teach confrontation/communication skills
hold a discussion on issues
Norming Stage:
In-group feelings and cohesiveness develop. Members accept the rules of behaviour and discover new ways to work together.
schedule a more in-depth team-building activity
have members design t-shirts, pins, etc. for group identification
assist in starting a new program to create tradition
review/establish new goals for the group
Performing Stage:
The group is very functional in dealing with tasks and responsibilities. They have worked through issues of membership and roles, and focus their efforts to achieve their goals.
ensure the group and members have a task
give feedback about what is going well/what can be improved upon for next year/time
step back and allow the group to perform
encourage group to apply for awards
Adjourning Stage:
Groups bring finality to the process.
develop a closure activity to help members determine what they have learned/how they have benefited
conduct an assessment/evaluation
ensure that a plan of recognition is in place; coordinate awards, statements or expressions, or gifts, of appreciation
Important to note is that groups do not necessarily go through the stages in sequence. Groups may fluctuate between the stages during their time together.
When new members are added to the group, the group needs to remember to go back to the Forming Stage to make sure everyone is on the same page.
Tips for managing group conflict: Early stages: Set expectations early Develop group rules with group members Monitor groups for early signs of conflict
Empowering members to resolve conflicts:
Listen to all viewpoints
Encourage group members to resolve the conflict themselves
As the group leader:
Establish (or review) ground rules/review code of conduct
Ask each person to present their point of view while others listen
What is Lewin’s Leadership Styles Framework ?
Autocratic leaders: make decisions without consulting their group.
- This leadership style is important when decisions need to be made quickly, when there’s no need for input, and when team agreement isn’t necessary for an outcome.
Democratic leaders: allow the team to provide input before making a decision, although the degree of input can vary between leaders.
- This style is important when team agreement matters, however it can be difficult to manage when there are lots of different perspectives and ideas.
Laissez-faire leaders: don’t interfere; allow the people in the team to make many of the decisions.
- This works well when the team is highly capable, is motivated, and doesn’t need supervision. However, this behaviour can arise because the leader is lazy or distracted; and this is where this style of leadership can fail.
What is a small group?
- A small group requires a minimum of three people and the maximum can vary depending on the purpose of the group. Groups with fifteen or more people are no longer considered a small group. Communication within a small group allows for connection between individuals through a common purpose, mutual influence and shared identify. A small group can be broken down into two ways:
- Circle group structure
- Alternate group structure
Advantages of small groups: Flexible learning, Inspiring confidence, Increasing opportunities for feedback, Strength building, role playing.
Some other leadership styles include:
The Transformational Leadership Style
The Transactional Leadership Style
Situational Leadership Style
What are the health issues associated with low literacy?
Patients can lead to missed appointments, low compliance and even death.
Try to use handouts written at a sixth-grade level. Approximately 75 percent of adult Americans will be able to read materials at this level. Microsoft Word also can check readability
levels
▪ Other formulas to follow (Fry, SMOG)
Choose short, common words rather than
medical terms
Make sure sentences are short-about 10
words in length and written in the active
voice
Paragraphs should be short and should
present one important issue
You can highlight a already purchased materials if it is not at the 6th grade level.
