6: Flashcards
a socio-eco framework to inform nutr edu
which bases inform contetn?
- F& N base (food & nutr): provide knowledge btw re of nutr-health
- psych base: to select the correct determinant and strategies to enhance motivation
to design a nutr program, use D.E.S.I.G.N
Decide on behaviours
Explore determinants
Select model
Indicate objectives
Gen. plan
Nail evaluations
a socio-eco framework to inform nutr edu
which bases inform process?
- edu & learning base: how to use edu theory & learning theory -> decide activity & its sequence
- comm base: how to comm all of this effectively
NUTR PROGRAM
before planning, you need to do a______
needs assessment
what is your target and what do they need?
via lit review, interview w/ colleagues & clients
NUTR PROGRAM DESIGN
step 1
decide on behaviours w/ best evidence
DESIGN NUTR PROGRAM
step 2
appealto psychosocial determinants impt to action chagnge i.e perceived benefits.
as always change the enviro & policy if u can
DESIGN NUTR PROGRAM
step 3
select theory based model: action change theory & learning theory
DESIGN NUTR PROGRAM
step 4
or what’s the difference btw process vs outcome objective /
indicate objectives
- process objectives: p[l’s attendce and attitudes;** is your program implemented as plan **
VS
- outcome objectives: overall effects of intervention on action change & health
=> relate back to the determinants of change i.e perceived benefits & factors of FDN
=> use all of these to inform activities
DESIGN NUTR PROGRAM
step 5
action change strategies & learning exp
to sequence activities 4Es
as always change enviro & policy if possible
reminder: for NUTR program, change the enviro & policy if possible
DESIGN NUTR PROGRAM
last step
nail evaluations:
- process objectives: count attendance, survey attitudes
- outcome obejctives:
short term: based on determinants of targeted action change
med term: …actual change
long term: physio measures (BP or LDL)
what is schedule A?
mandatory doc for** primary care **’s programs and services in oNT Ministry of Health & LTC
reported 1/4 & annually; must geared towards pop group they serve
REAL LIFE E.G
isssue: we didnt have a nutr program in schedule A. how did we respond?
catchy title matters: progress from DASH class to BP 101
DASH CLASS: lecture 1 hr
poor recruit -> flop
BP 101: lecture w/ discussion. uses the extended parallel process model. a bit better.
REAL LIFE E.G
what happens after BP 101?
overall
Get ❤️ Smart! Plan after needs assessment
=_ lifestyle edu to treat **cardiovascular disease **not just BP
REAL LIFE E.G
Get ❤️ Smart! Plan?
how many session and then…?
uses extended parallel process model AND state of change model
aim to address threat & self-efficacy by edu / active activities / reduced risk
uses the Frammingham Risk Score Tool: too difficult for ppl to figure out
4 weekly session -> 6 month follow up w/ RD?
REAL LIFE E.G
Get ❤️ smart objectives
process objectives: usual (count attendance & surve thoughts)
outcome objectives: self-efficacy, state of change and medi-diet score tool
=> have to coordinate w/ doctors to measure BP
Get ❤️ Smart! Plan’s issue?
High consumption of sat fat , NA, added sugar/ low F/V
target: ppl w/ high LDL, HbA1C, BP
Group Lifestyle Balance: what is it?
targets ___ action: __ & ___ __
many theories:
cover target / methods yada yad a
target ppl w/ .high DM diagnosis
bcs high prevalence of pre-DM in community
targe tnutr action: cal & total fat
many theories
SIGNIFICANT reduction of going form T2DM -> pre-DM vs taking meds
Group Lifestyle Balance: objectives
process objective: the usual
outcome: changes in macro, physc acitvity., body comp
Group Lifestyle Balance: evaluation?
12 month program: meet weekly for first 3 monthsp after that, monthly
via survey, meet w/ nutr educators to meaure body comp
craving change: overall?
by clin psychologist & RDs,
target ppl w/ emotional eating
make them understand why they do what they do
ppl are gen v motivated and engaged, just lil knowledge
based on cognitive bheavioural therapy (CBT)
craving change
craving change: evaluation?
___ ____/ ___ of change / ____ benefits
process: attendace, participant likes/dislike
outcomes…: self-efficacy, stage of change, perceived benefits
which theory does the You’re the Chef use?
uses behaviour change theory (which is a social cognitive theory)
what is covered in 4 weekly sessios (3 hrs each) of You’re the Chef?
aims: [XXX} self-____ self-efficacy, ___ ___, & re_____
edu on health benefits on recipes’ F/V
cooking demo, meal prep, enjoy tgt :3, group discussion
take home hinder of recipes
aim: to < F/V consumption vt affecting self-regulation, self-efficacy, observational learning
give me some examples of key determinants of change
perceived benefits
(factors of FDN): anticipated outcome of food choice, ethics &^ , personal& social norms, self-efficacy
how to spread your nutr program?
referrals from health pro
soc med ad
chat search to identify patients
partner w. org
what is covered in 4 weekly sessions of craving change?
- why is it hard to change>
- personal trigger
- …respond to it differently
- maintain counteract change
which NUTR EDU program is
(a) 12 months long: first 3 months, weekly; afterwards, monthly
(b) 4 weekly session
(c) 4 weekly session -> 6 month follow-up
(d) 4 weekly session (3 hr each)
(a) Group Lifestyle Balance
(b) Craving Change
(c) GetHeart Smart
(d) You’re the Chef
