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6: Flashcards

1
Q

a socio-eco framework to inform nutr edu

which bases inform contetn?

A
  1. F& N base (food & nutr): provide knowledge btw re of nutr-health
  2. psych base: to select the correct determinant and strategies to enhance motivation
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1
Q

to design a nutr program, use D.E.S.I.G.N

A

Decide on behaviours
Explore determinants
Select model

Indicate objectives
Gen. plan
Nail evaluations

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2
Q

a socio-eco framework to inform nutr edu

which bases inform process?

A
  1. edu & learning base: how to use edu theory & learning theory -> decide activity & its sequence
  2. comm base: how to comm all of this effectively
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3
Q

NUTR PROGRAM

before planning, you need to do a______

A

needs assessment
what is your target and what do they need?
via lit review, interview w/ colleagues & clients

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4
Q

NUTR PROGRAM DESIGN

step 1

A

decide on behaviours w/ best evidence

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5
Q

DESIGN NUTR PROGRAM

step 2

A

appealto psychosocial determinants impt to action chagnge i.e perceived benefits.
as always change the enviro & policy if u can

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6
Q

DESIGN NUTR PROGRAM

step 3

A

select theory based model: action change theory & learning theory

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7
Q

DESIGN NUTR PROGRAM

step 4

or what’s the difference btw process vs outcome objective /

A

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

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8
Q

DESIGN NUTR PROGRAM

step 5

A

action change strategies & learning exp
to sequence activities 4Es
as always change enviro & policy if possible

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9
Q

reminder: for NUTR program, change the enviro & policy if possible

A
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10
Q

DESIGN NUTR PROGRAM

last step

A

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)

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11
Q

what is schedule A?

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

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12
Q

REAL LIFE E.G

isssue: we didnt have a nutr program in schedule A. how did we respond?

A

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.

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13
Q

REAL LIFE E.G

what happens after BP 101?

overall

A

Get ❤️ Smart! Plan after needs assessment
=_ lifestyle edu to treat **cardiovascular disease **not just BP

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14
Q

REAL LIFE E.G

Get ❤️ Smart! Plan?

how many session and then…?

A

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?

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15
Q

REAL LIFE E.G

Get ❤️ smart objectives

A

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

16
Q

Get ❤️ Smart! Plan’s issue?

A

High consumption of sat fat , NA, added sugar/ low F/V
target: ppl w/ high LDL, HbA1C, BP

17
Q

Group Lifestyle Balance: what is it?

targets ___ action: __ & ___ __
many theories:

cover target / methods yada yad a

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

18
Q

Group Lifestyle Balance: objectives

A

process objective: the usual
outcome: changes in macro, physc acitvity., body comp

19
Q

Group Lifestyle Balance: evaluation?

A

12 month program: meet weekly for first 3 monthsp after that, monthly
via survey, meet w/ nutr educators to meaure body comp

20
Q

craving change: overall?

A

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)

21
Q

craving change

craving change: evaluation?

___ ____/ ___ of change / ____ benefits

A

process: attendace, participant likes/dislike
outcomes…: self-efficacy, stage of change, perceived benefits

22
Q

which theory does the You’re the Chef use?

A

uses behaviour change theory (which is a social cognitive theory)

23
Q

what is covered in 4 weekly sessios (3 hrs each) of You’re the Chef?

aims: [XXX} self-____ self-efficacy, ___ ___, & re_____

A

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

24
Q

give me some examples of key determinants of change

A

perceived benefits

(factors of FDN): anticipated outcome of food choice, ethics &^ , personal& social norms, self-efficacy

24
Q

how to spread your nutr program?

A

referrals from health pro
soc med ad
chat search to identify patients
partner w. org

25
Q

what is covered in 4 weekly sessions of craving change?

A
  1. why is it hard to change>
  2. personal trigger
  3. …respond to it differently
  4. maintain counteract change
26
Q

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

(a) Group Lifestyle Balance
(b) Craving Change
(c) GetHeart Smart
(d) You’re the Chef

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