Community Nutrition Service Learning at WIC Produces a Theoretically-based Staff and Enrollee Informed Nutrition Education Handout (original) (raw)
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Xlibris Publishing, 2019
The principles of both nutrition and the methods applied to provide new knowledge and understanding, in this programme are holistic. This means that I have considered the psychological, social, emotional and affective context in which people nourish themselves and others in their family and surroundings. The nature of facilitated learning programmes is that participants are encouraged to make their own decisions and to help one another as a group. The nature of their participation is for them to gain the knowledge, understanding and skills that they feel can benefit them the most. As the facilitator you will help the participants to make decisions that are appropriate to their own circumstances. All the learning sessions are of equal length and will be conducted in two parts with most of the new knowledge being given in the first half of the session, whilst you are fresh. The facilitator will lead the sessions and help the participants as a group with the learning together activities and the discussions in the second part of each session. All the notes are provided for you in this workbook as are the quick quizzes, learning together activities and discussion topics. Creating this programme has been an interesting and enjoyable experience. It is my hope that the result is an equally interesting and enjoyable venture into the world of nutrition for you as a facilitator of this programme. Hardback 978-1-5434-9456-3 GBP 56.15 (Colour) Paperback 978-1-5434-9455-6 GBP 47.83 (Colour) E-book 978-1-5434-9457-0 GBP 2.99
Nutrition education: linking research, theory, and practice
Nutrition education:linking research, theory and practice, 2008
The increase in obesity and chronic diseases such as diabetes and heart disease worldwide reflects the complex interactions of biology, personal behaviour and environment. Consequently there has been a greater recognition of the importance of nutrition education. An analysis of the evidence from 300+ studies shows that nutrition education is more likely to be effective when it focuses on behaviour/ action (rather than knowledge only) and systematically links theory, research and practice. There are three essential components to nutrition education: 1. A motivational component, where the goal is to increase awareness and enhance motivation by addressing beliefs, attitudes through effective communication strategies. 2. An action component, where the goal is to facilitate people's ability to take action through goal setting and cognitive self-regulation skills. 3. An environmental component, where nutrition educators work with policymakers and others to promote environmental supports for action. Each component needs to be based on appropriate theory and research. The procedure for program design can use the logic model: Inputs are the resources needed as well as the needs analysis process. The outputs are the activities within the three components of nutrition education described above. Here the be-havioural focus is selected and theory and research are used to design appropriate educational strategies to achieve the targeted behaviours. The outcomes are the short, medium or long-term impacts of the nutrition program. These are evaluated through the use of appropriate designs and instruments. Nutrition education programs that link research, theory, and practice are more likely to be effective. INTRODUCTION The increase in obesity and chronic diseases such as diabetes and heart disease worldwide reflects the complex interactions of biology, personal behavior and the environment. As shown in Figure 1, people's food choices are influenced by many factors: 1,2 (a) Biologically determined behavioral predispositions include humans' liking at birth for sweet and dislike for bitter and sour, hunger/ satiety mechanisms, and sensory specific satiety. (b) Experience with food. Humans have the capacity to learn to like foods through associative conditioning, both physiological and social. Young children overcome their fear of new foods (neopho-bia) through repeated experience with new foods, offered by the family and often reflecting cultural preferences, leading to familiarity. These two sets of influences are sensory-affective in nature and contribute greatly to peo-ple's food preferences. (c) Personal factors. Intra-person factors such as beliefs, attitudes, knowledge and skills and social norms, and inter-personal factors such as families and social networks also influence our food choices. (d) Environmental factors powerfully influence peoples' food-related behaviors as well. Food availability and accessibility as well as the social environment and cultural practices, material resources, and food marketing practices either facilitate or hinder individuals being able to act on their beliefs, attitudes, and knowledge about healthful eating. All of these influences interact with each other dynamically.
Journal of Nutrition Education and Behavior, 2004
This article describes two models for linking theory and practice in nutrition education and traces how concerns about the validity of different types of research drive the choice of models. In the scientific model, theory is defined in terms of statements from which one can deduce hypotheses, which can then be tested in experimental research designs. In the scientific model, practitioners are expected to replicate the methods used by researchers to effect targeted changes in the dependent variable of interest, usually health or eating behaviors. The ethical and epistemological shortcomings of the scientific model are then examined. The report goes on to describe an alternative approach, termed the humanistic model. In the humanistic model, theory is defined in terms of statements that seek to clarify basic social values. In the humanistic model, practitioners use theory as a stimulus for dialogue about the role of eating habits in living the kind of life that community members find most valuable. Examples of humanistic research relevant to nutrition education are presented, and the limitations of establishing the certainty of claims made using humanistic criteria are discussed. The article concludes with a discussion of the implications of the humanistic model for professional preparation.
Finding the place for nutrition in healthcare education and practice
BMJ nutrition, prevention & health, 2024
Background Malnutrition continues to impact healthcare outcomes, quality of life and costs to healthcare systems. The implementation of nutrition care in healthcare practice may improve health outcomes for patients and the community. This paper describes the iterative development and implementation of nutrition medical education resources for doctors and healthcare professionals in England. These resources are part of the Nutrition Education Policy for Healthcare Practice initiative. Method Action research methodology was employed to develop and implement nutrition education workshops for medical students and doctors. The workshop was developed iteratively by an interdisciplinary project team, and the content was initially based on the General Medical Council outcomes for graduates. It was evaluated using quantitative evaluation tools and informal qualitative feedback captured from attendees using tools provided by the host organisations and developed by the roadshow team. Results A total of 6 nutrition education workshops were delivered to 169 participants. This simple educational package demonstrated potential for delivery in different healthcare settings; however, formal feedback was difficult to obtain. Evaluation results indicate that workshops were better received when delivered by doctors known to the participants and included local context and examples. Reported barriers to the workshops included difficulty for participants in finding the time to attend, beliefs that peers gave a low priority to nutrition and uncertainty about professional roles in the delivery of nutrition care. Conclusion A key outcome of this project was the development of resources for nutrition training of doctors, adapted to local needs. However, relatively low attendance and multiple barriers faced in the delivery of these workshops highlight that there is no ideal 'place' for nutrition training in current healthcare teaching. Interprofessional education, through relevant clinical scenarios may increase awareness of the importance of nutrition in healthcare, support the alignment of health professional roles and improve subsequent knowledge and skills. HOW THIS STUDY MIGHT AFFECT RESEARCH, PRACTICE OR POLICY ⇒ The need for multiprofessional 'hub' of material and expertise that can support medical schools and healthcare professionals who may lack faculty to develop and implement nutrition education in practice.
Maternal and Child Health Journal, 2019
The purpose of this paper is to describe a collaborative service learning experience (SLE) which was part of the degree requirements of the Public Health Nutrition Graduate Program at the University of Tennessee. The SLE was collaboratively developed by the University of Tennessee's maternal and child health (MCH) nutrition leadership education and training (NLET) Program Director and the Knox County Health Department's healthy weight program manager. Description The SLE was a semester long project that included instructional time and fieldwork. Coursework focused on development of a community nutrition needs assessment, how to interpret and analyze assessment data, and how to use assessment data for program planning and policy development. Fieldwork consisted of interacting with an interprofessional team, assessing the nutrition environment at two afterschool sites, conducting a plate waste study to determine the amount of food consumed by children at the sites' dinner meals, interpreting and analyzing data, and developing and presenting recommendations for improvement. Assessment Trainees successfully completed all aspects of the SLE. They completed a community needs assessment of the neighborhoods surrounding the two afterschool program sites, conducted nutrition environment audits, including meal observations, and measured and analyzed plate waste from dinner meals served at the sites. Using the data gathered and collected, they prepared suggestions for nutrition environment improvements and policy development for community partners. Conclusion The SLE allowed trainees to develop MCH competencies and professional skills required in public health nutrition, while providing valuable data that subsequently was used to establish nutrition-related policies and interventions.
Chapter -4 Nutrition Education
Book: Advances in Nutrition, 2022
The process of teaching nutritional science to an individual or community is called Nutrition Education. India has a unique double burden of malnutrition as a result of fast economic change, including increased urbanisation, dietary transition, and a sedentary lifestyle. The goals of Nutrition Education are to improve the quality of life and contribute to the health promotion of the population in the community where programmes and services are offered by promoting appropriate lifestyles connected to food consumption patterns. Government and various other agencies have also launched a number of health and nutrition education programs. Nutrition education focuses on the development of long-term behavioural changes rather than knowledge and facts. This is the art of nutrition education: breaking down a large body of information into small, achievable steps. Nutrition Education takes place in a multitude of settings, through a variety of channels and with several different tools and materials. Improved physical health, academic achievement, increased nutrition knowledge, self-efficacy etc. are the nutrition education benefits at individual level and at the community level. However, there is a need of initiatives to be taken to create impact and improve Nutrition Education.
The Role of Nutrition Counseling...
Prithvi Campus Journal, 2021
The general perception of nutrition is that it is just the process of taking food. However, it represents food science that ultimately relates to human health. Unhealthy and imbalanced food and the modern lifestyle are contributing to non-communicable diseases (NCDs) in recent days. Hypertension, diabetes and cancer are some major NCDs across the world that have created challenges for human life. Annually, millions of people die due to the food related problems. The major objective of the study is to analyze the health status of non-communicable diseases among Nepali women. This study emphasizes the counseling and modification of diet that are crucial in controlling non-communicable illness. This study is based on the secondary data and review of literature. All these data were reviewed through journals, research articles, books, and the association’s dietary guidelines. The reports by WHO, Nepal Demographic Health Survey, American Heart Association, American Lung Association and National Institute of Diabetes are also reviewed. The experience of working in this field for a long time has also been utilized in analyzing the data. A number of NCDs is being increased globally and Nepal is no exception. The WHO report of 2018 reveals that NCDs are killing 41 million people yearly, equivalent to 71% of all death globally. Similarly, 15 million people die from it between 30 and 69 age groups, and 85% of these 'premature' deaths in low and middle-income countries. According to NDHS (2016), the prevalence of hypertension in women in Nepal is 17% of those aged 15 and above. Alter food habits, overweight and obesity as well as food practices during pregnancy, after delivery and daily intake of convenience fast food in Tiffin and snacks are some reasons to increase the NCDs. Nutrition counselling and awareness, dietary policy guidelines and an active role of diet specialist (dietician/nutritionist) will be the effective mitigation in controlling the NCDs number.
A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill
Frontiers in Public Health, 2018
Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers (N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.