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0. Chapter 17. Principles of Nutrition Education. Introduction. Nutrition education is an instructional method that promotes healthy behaviors by imparting information that individuals can use to make informed decisions about food, dietary habits, and health. Introduction.

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Chapter 17


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    1. 0 Chapter 17 Principles of Nutrition Education

    2. Introduction • Nutrition education is an instructional method that promotes healthy behaviors by imparting information that individuals can use to make informed decisions about food, dietary habits, and health

    3. Introduction • The successful nutrition message has a favorable impact on the target audience and gets them to: • Examine their belief system • Evaluate the consequences of a certain behavior • Change their behavior

    4. Applying Educational Principles to Program Design • An effective nutrition intervention program will integrate good instructional design and learning principles and use media that facilitate a high degree of individualization • The effect of an intervention on the target population’s knowledge and behavior depends on the intervention’s application of 6 basic educational principles...

    5. Applying Educational Principles to Program Design • Consonance - the fit between program and its objectives • Relevance - the degree to which the intervention is geared to clients • Individualization - allows clients to have personal questions answered or instructions paced according to individual learning progress

    6. Applying Educational Principles to Program Design • Feedback - helps clients learn by providing a measuring stick to determine how much progress they are making • Reinforcement - designed to reward the desired behavior • Facilitation - measures taken to accomplish desired actions or eliminate obstacles

    7. Learning across the Life Span • People of any age learn best if: • They have the prerequisite knowledge • Content is broken into small pieces. • They have an opportunity to practice what they have learned • The content seems relevant

    8. Adult Learners • Adult education - the process whereby adults learn and achieve changes in knowledge, attitudes, values, and skills • For adults, learning is an intentional, purposeful activity • Adult learners approach learning differently than children do because they have different motivations for learning

    9. Adult Learners • Characteristics of adult learners include the following: • They learn best when subject matter is directly tied to their own realm of experience • Their learning is facilitated when they can make connections between their past experiences and their current concerns

    10. Adult Learners • Characteristics of adult learners (continued): • They are motivated to learn by the relevance of the topic to their lives • They retain new information best when they are actively involved in problem-solving exercises and hands-on learning

    11. Adult Learners • An effective program takes into account the learning styles and motivations of the target population

    12. Adult Learners • Recommendations for adult learners: • Make learning problem-centered • Make information concrete and define all abstract terms • Make learning collaborative between the educator and the learner • Encourage participatory approaches to learning • Ask open-ended questions to draw out what adults already know about the topic

    13. Adult Learners • Recommendations (continued): • Seize the “teachable moments” which are life transitions • Increase the adult learners’ sense of self-worth by validating their experiences • Establish a positive learning environment • Recognize individual and cultural differences because they affect learning styles

    14. Adult Learners • Target groups should be researched by: • Reviewing the literature • Conducting formative research • Asking representatives from the audience to help you with the planning and development of the program

    15. Behaviorally Focused Nutrition Education Programs for Children • Behaviorally focused nutrition education addresses 3 domains of learning: • Cognitive - presents children with the “how” of eating more healthfully • Affective - addresses factors that motivate children to change the way they eat • Behavioral - helps children build new eating skills and behaviors

    16. Behaviorally Focused Nutrition Education Programs for Children • Strategies recommended to promote healthful eating among students in the lower elementary school grades: • Involve parents in nutrition education through homework or take-home videos • Provide role models for healthful eating • Use incentives to reinforce healthful eating • Identify easy-to-prepare, tasty, and healthful snacks such as fruits and vegetable • Increase students’ confidence in their ability to make healthful eating choices

    17. Developing a Nutrition Education Plan • The nutrition education plan outlines the strategy for disseminating the intervention’s keys messages to the target population • Key nutrition messages may be designed to change consumer behavior, as in the “5 a Day for Better Health” message to “Eat five to stay alive”

    18. Developing a Nutrition Education Plan • The nutrition education plan is a written document that includes the following: • Needs of the target population. • Goals and objectives for intervention activities • Program format • Lesson plans

    19. Developing a Nutrition Education Plan • Written document (continued): • Nutrition messages to be imparted to the target population • Marketing plan • Any partnerships that will support program development or delivery • Evaluation instruments

    20. Developing a Nutrition Education Plan • A nutrition education plan is developed for each intervention target group • At the systemic level, the nutritional education plan might properly be called a strategy

    21. Developing Lesson Plans • The first step in developing a lesson plan is to know your target audience, the setting, and the content

    22. Developing Lesson Plans • Consider these principles when developing lesson plans: • Focus on the learner and their interests, needs, and motivations • Relate learning to real-life situations and give examples that relate directly to the learners’ lives and experiences • Actively involve the learners in the learning process because people learn best by doing

    23. Structuring Your Knowledge • The first component of lesson writing is to identify the major concept you are communicating • Three questions to ask yourself before creating a lesson plan include: • What am I trying to teach? • What are they key concepts? • What methods of inquiry are used – what teaching method will I use?

    24. Writing Instructional Objectives • Instructional objectives should: • Concentrate on the learner and not the teacher • Clearly communicate a specific instructional intent • Be stated in terms of the end-product and not in terms of the process of learning • Describe one type of learning outcome per objective that is specific in describing the learners’ performance

    25. Components of a Lesson Plan • Components of a lesson plan include: • Objectives • Body of the lesson • Activities • Evaluation

    26. Components of a Lesson Plan • Common format used to structure lesson plans: • Lesson title • Target audience • Duration • General objectives or the goal for the class • Specific objectives that identify the expected learning outcomes using measurable statements

    27. Components of a Lesson Plan • Common format (continued): • Procedures • Learning experiences or activities • Method of evaluation • Describes how the instructor will evaluate whether or not the expected outcomes have been achieved • Materials needed

    28. Components of a Lesson Plan • Procedures section includes: • Introduction - describes how the instructor will introduce the class • Body of the lesson - contains the background and the lesson organization scheme • Closure - a summary of the lesson

    29. Designing Nutrition and Health Messages • Studies of consumer behavior suggest several ways of designing nutrition messages to grab consumers’ attention...

    30. Designing Nutrition and Health Messages • Present information in a novel or unusual fashion • Use language that says to the consumer “Listen to this. It’s important” • Use language that is immediate • Design messages that use verbs in the present tense and demonstratives such as this, these and here

    31. Designing Nutrition and Health Messages • Avoid using qualifiers such as perhaps, may, and maybe that express uncertainty • Use straightforward statements rather than tentative statements

    32. Designing Nutrition and Health Messages • The “It’s All About You” campaign was designed to promote positive, simple, and consistent messages to help consumers achieve healthy, active lifestyles • The campaign is a product of the Dietary Guidelines Alliance which is a consortium of professional organizations, trade organizations, and the federal government agencies

    33. Designing Nutrition and Health Messages – “It’s All About You” • The messages developed by the Alliance were derived from focus group discussions with consumers and a summary of their opinions on effective communications, which included the following...

    34. Designing Nutrition and Health Messages – “It’s All About You” • “Give it to me straight” • Use simple, straightforward language and not technical or scientific jargon • “Make it simple and fun” • Provide practical, easy-to- implement strategies • “Explain what’s in it for me” • Make the benefits of healthy lifestyles clear

    35. Designing Nutrition and Health Messages – “It’s All About You” • “Stop changing your minds” • Be consistent in making recommendations • “Offer choices” • Consumers want to be empowered

    36. Implementing the Program • After the program has been designed and tested, it is ready for implementation • The goal at this phase is to deliver the program as faithfully as possible • Keep a record of any unexpected problems so that a strategy for preventing them can be developed for future programs

    37. Enhancing Program Participation • The higher the level of participation in a program the better

    38. Enhancing Program Participation • Ways to improve participation rates include: • Understand the target populations’ needs and interests • Use evaluation research to improve the program design • Remove barriers to participation

    39. Enhancing Program Participation • Ways to improve participation rates (continued): • Find ways to help participants see the immediate benefits of participating • Schedule the activity at a convenient time • Use incentives for participating. • Build ownership of the program among participants by using slogans, action figures, and logos to enhance the program’s identity

    40. Conducting Summative Evaluation • Summative evaluation provides information about the effectiveness of the program and it is conducted at the end of the program

    41. Conducting Summative Evaluation • Summative evaluation seeks to obtain data about the participants’ reactions to all aspects of the program: • Topics covered • Instructors or presenters • Instructional materials • Program activities • Physical arrangements for the program • Advertising and promotion • Registration procedures

    42. Entrepreneurship in Nutrition Education • Creativity and innovation can be applied to many aspects of nutrition education, from the development of action figures to the use of new communications media such as the Internet • One approach to motivating consumers and helping them change their behavior is to design effective nutrition messages and programs

    43. Being an Effective Writer • Three Basic Rules of Writing • Know what you want to say • Eliminate clutter • Edit, edit, edit