Quiz 1 Flashcards
What are the “3 P”s in community nutrition?
People, Programs, Policies
Be able to describe/define and give examples of primary, secondary, and tertiary prevention
Primary: Want to prevent a disease state… remove risk factor. Mostly young children or infants who would have no risk factors or issues yet.
Secondary: Prevent progression. Someone with pre-diabetes preventing them from diabetes
Tertiary: Disease management/reduce complications. Someone with Stage 1 Kidney disease and preventing them from CKD Stage 5
Be able to list modifiable vs. non-modifiable risk factors
Modifiable: Drinking, Smoking, Physical Activity and Diet
Non-Modifiable: Genetics, Age, Gender, Race
Be able to list the primary “negative health behaviors” associated with disease- especially chronic diseases and some types of cancers
1 is poor nutrition
Modifiable risk factors
Low fruit/vegetable consumption
Be able to describe the socio-ecological model and give an example of how each level or sphere of influence might impact a behavior (e.g., eating fruits and vegetables daily) for an individual or population
Intrapersonal- work on increasing ones preferences towards fruit and vegetables
Interpersonal- provide media that encourages eating FV and even join a group of people that are trying to meet the same goals
Neighborhood/Community- Find means of transportation to grocery stores or help find local stores that carry fresh FV
Public Policy- Provide SNAP/WIC benefits is applicable to reduce cost and increase accessibility
Memorize the categories and corresponding percentage ranges that impact health outcomes- e.g., 40%, 30%, 20%, and 10%. Be able to discuss WHY it is relevant to understand these different influential factors on health outcomes and a professional practitioner/clinician/RDN
Socioeconomic Factors: 40%
What is their education? Income? Job status? Support systems?
Physical Environment: 10%
Is the environment safe? Is there access to stores/doctors?
Health behaviors: 30%
You need to know their behaviors now in order to work on what to fix in the future
Healthcare: 20%
Insurance/access to an RDN
What are some of the complex factors that influence “what is on the plate” and why is it relevant to know them?
Taste, cost, food preferences, accessibility, cooking supplies needed, time, self-efficacy, or convenience.
Because knowledge is not enough to drive a nutrition behavior change alone
Be able to describe how the quote provided- justify(s) the need to conduct at thorough needs assessment PRIOR to planning a community nutrition program or intervention
“A problem that is inadequately defined is unlikely to be solved”
How can you know how to create a program if you do not know the community first? Need Evidenced-based research.
Be able to list categories you should consider when conducting a nutrition needs assessment- (e.g., slides 5,8, 9)
Diet quality, deficiencies, food literacy, food security/insecurity status, sociodemographic factors (income, job status, family support, transportation, neighborhood safety), Food resources, Accessibility to food resources, pregnancies, demographics (age, race, sex), any nutritionally related disease states, potential partners/stakeholders, healthcare systems.
How do you typically incorporate peer-reviewed literature/scientific articles into your needs assessment? (hint: at least 2 ways/categories- slide 15)
Why does this happen/What contributes to this
problem/risk?
What happens if this risk isn’t addressed?
What overall should your needs assessment achieve (e.g., slide 16)
To narrow down the biggest potential need.
Then what is the context of the need? What are risk factors? What are resources needed? Who is needed for collaboration to address the need?
How should your needs assessment be structured in terms of the “layers” (hint: 3 layers, slide 22)
- National/local stats (what %?…)
- Risk factors (based off of literature)
- Existing resources and gaps –
summary need (Therefore our program will…)
What does KAS stand for? Be able to provide an example of each - for a specific nutrition education topic provided
Knowledge, Attitudes, Skills
Why might you use 75%-85% for knowledge based goals in nutrition education vs. MUCH lower for behavior goals (e.g., 50%-25%)
Its a lot easier to get someone to learn something, yet to more difficult to get them to actually go home and make the decision to change.
What are “categories” you should consider when planning nutrition education? (hint: slide 3)
Health- is it medically tailored?
Educational needs/interests
Literacy & numeracy
Socio-economic needs/factors
Social developmental factors
Be able to describe “backwards” planning- and if provided an “end goal” for nutrition education, explain how you would use backwards planning to achieve the end KAS goals provided.
First, identify what you want them to learn/ be able to do
Then, how will I assess that they can?
Lastly, then figure out what exactly or how you will do this
If provided a KAS goal and activity from a nutrition education lesson- be able to suggest at least 2-3 ways the goal could be evaluated (as a demonstration, oral question, quiz)
By a written quiz, by an oral demonstration, or them physically showing you they can do it
How would you describe “Bloom’s Taxonomy” and how does it help develop nutrition education content and lessons? How can it be used? How could it be used for a food label mini-lesson similar to ones discussed in class?
I would describe Bloom’s taxonomy as a hierarchy of different levels of learning. It starts with the basics of remembering then working its way up to understanding, then to demonstration and application.
Nutrition education - should focus on building KAS to lead to _____________ change, NOT only increases in KAS.
Active
