Nutrition Counseling and Education Flashcards
pedagogy
education method where learner is dependent on teacher for guidance, evaluation, and acquisition (children)
androgogy
methods and approaches used in adult education and is directed toward self-actualization, gaining experience, and problem solving
teaching goal: middle and upper income
GOAL oriented; if they cannot relate, it will be a waste of time
teaching goal: lower income
interested in costs
teaching goal: very poor
short-term planners
teaching goal: adolescents
consider peer pressure, relate to their interests
teaching goal: elderly
decreased attention span; short is best
written method of communication
more formal
low literacy: 6th grade
high literacy: 8th grade
verbal method of communication
more personal
encourages participants to participate
barrier: listening
4 C’s of effective communication
complete
concise
concrete
correct
cultural competence
the ability to understand, appreciate, and interact with people from other cultures or belief systems
cultural awareness
introspection to analyze biases toward other cultures
cultural encounters
engage in cultural interactions to modify understanding of cultures
cultural knowledge
develop a strong understanding of diverse groups using reliable sources
cultural skill
demonstrate an ability to conduct thorough cultural assessments that pulls data relevant to client’s situation
cultural desire
a genuine interest in becoming culturally aware
this body language might indicate: good posture, averting eyes
sign of respect
this body language might indicate: lowering eyes
preoccupation/worry
this body language might indicate: arms folded on desk
dislike/avoidance
this body language might indicate: clenched fist
anger
this body language might indicate: crossing/uncrossing legs repeatedly
anxiety
this body language might indicate: moving chair away
discomfort
distance for each zone
intimate
personal
social
public
intimate: <18”
personal: 18” to 4’
social: 4’ to 12’
public: >12’
goal vs. objective
goal: an achievable outcome that is broad and long-term
objective: defines measurable actions in the short-term to achieve overall goal *uses SMART framework
SMART
specific
measurable
attainable
realistic
time-bound
transtheoretical stages of change
pre-contemplation: unaware or uninterested in making a change
contemplation: thinking about making a change
preparation: wants to make change, has begun making a plan
action: tries to make change
maintenance: has been making change for >6 months
operant condition
people’s behaviors are learned based on feedback stimuli
negative: behavior decreases
positive: behavior increases
classical conditioning
the pairing of two unrelated stimuli so that they elicit a response together
health belief model
perceived susceptibility - can it happen to me?
perceived severity - if it happens to me, will it be serious?
perceived benefit - will a change actually have benefits to me?
perceived barriers - what are the reasons I cannot make this change?
self-efficacy - do I have the skills to make this change?
cues to action - the specific trigger to stimuli for an action or behavior
steps to nutrition counseling (6)
- establish rapport
- collect background info/assessment
- establish goals of the interview
- interview
- educate
- closing/summarize
considerations for interview during counseling
focus on open-ended questions, rather than close-ended
avoid leading questions
know the difference between primary and secondary questions
listen throughout and note nonverbal cues
avoid why questions
clarification
asking about ambiguous answers
reflective listening
paraphrasing to show you are listening
feedback
testing what they know/understand from education
legitimation
acknowledging their feelings
evaluative response
offering advice that won’t actually solve the problem
*AVOID
hostile
antagonize or humiliates client
*AVOID
reassuring
telling client “everything will be ok”
*AVOID
probing
engages conversation, making the client think
understanding
putting yourself in the client’s shoes; re-creating the client’s message in your own POV
affirmation
“good job”
self-disclosure
“this happened to me too”
cognitive behavioral therapy
removing self-talk and eliciting change talk
motivational interviewing
goal-oriented communication style to increase motivation and readiness to change by allowing pt to evoke a desire for change on their own
principles of MI
avoid arguments
support self-efficacy
roll with resistance
express empathy
develop discrepancy
steps to MI
engage: establish rapport, comfort, and safety
focus: find out what the client wants to get out of nutrition counseling
evoke: figure out the client’s why
plan: define how you are going to achieve the goal
formative evaluation
done throughout the education; identifies misconceptions, struggles, and learning gaps DURING the process
summative evaluation
done at the END of the education to see if goals and objectives were accomplished
