Effective Nutrition Education for Behavior Change, 2nd Edition
Rayane AbuSabha, PhD, RD
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© 2004 Wolf Rinke Associates, Inc. All rights reserved for this self-directed, accredited learning program. Reproduction in whole or part without written permission from the publisher is prohibited.
Customer Comments
Darreldean Winkler: "Format was excellent. I woll use the concepts, anxious to develop patient education materials. Testing was excellent using case scenerious."
Kim Johnson: "Simple, basic & concise. It was really to the point"
Frances Frey: "Having follow-up explanations for each question: very helpful."
Janet Seagren: "Probably the most well written, interesting, and applicable home study course I've completed in the past 5 years! It was superb."
Mary Ann Mihok: "Examples, practical applications, references and resources cited. Format of questions based on situations."
Kim LaRue, RD: "The learning program contained a lot of valuable information. I would have had to read a lot of books & references to attain all this information. Fantastic, concise program."
Rita Pendergast: "I liked the opportunity of putting into practice the
tips and techniques recommended by the author."
Overview and Instructions
Welcome to Effective Nutrition Education for Behavior Change, a self-directed, accredited, learning program.
This learning program introduces you to nutrition education. Nutrition professionals
often graduate knowing all about the biochemical science of nutrition, but very
little about the behavioral science or applications of nutrition. Many of us
end up working in community programs and are expected to educate clients, develop
nutrition education materials, and develop theory-based interventions; yet,
we get very little training on how to accomplish these tasks. How should we
communicate with our audience? What should a brochure look like? How do we use
a printed piece with different population groups? How could we reach specific
population groups more effectively and impact their dietary behaviors? This
learning program was developed to answer these questions and many others to
help you, the nutrition professional, better serve your clients and program
participants. Please note that this learning program does not discuss program
evaluation. To thoroughly cover all facets of program evaluation requires a
learning program on its own.
This learning program is divided into two parts. Part I introduces you to the
principles of nutrition education. Part II provides you with practical information
to help you develop and evaluate print materials and other educational tools.
This learning program is designed to help you earn 14 Continuing Professional
Education units (CPEUs). To get the most benefit from this program, adhere to
the following four steps:
o Step 1: Review the objectives for the learning program.
o Step 2: Study each chapter. As you read, think of experiences from your own
practice and situations where you could apply the ideas provided.
o Step 3: Assess what you have learned by completing the self-assessment instrument
provided at the end of this learning program.
o Step 4: Compare your answers with the answer key provided. If you score at
least 80% correct, you are ready to transfer your answers to the CONTINUING
PROFESSIONAL EDUCATION REPORTING FORM. If you score less than 80% correct, re-read
this learning program until you score at least 80% correct.
After you have successfully completed this program, mail or fax the completed CONTINUING PROFESSIONAL EDUCATION REPORTING FORM to:
Wolf Rinke Associates, Inc.
P.O. Box 350
Clarksville, MD 21029
Fax (410) 531-9282
Upon receipt of your successfully completed CPE REPORTING FORM, 14 CPEUs will be reported to the accrediting agency of your association. You will receive written verification from Wolf Rinke Associates, Inc.
HAPPY LEARNING!
Rayane AbuSabha, Ph.D., R.D.
Goal and Objectives
GOAL
To provide nutrition professionals with an understanding of the factors influencing
human dietary behavior and their impact on nutrition education in the community.
OBJECTIVES
As a result of studying the information presented in this accredited, self-directed
learning program, the nutrition professional should be able to:
1. Apply the principles of nutrition education
o Recognize the challenges facing nutrition educators
o Realize the role theory plays in designing nutrition interventions
o Select suitable intervention strategies for different population subgroups
2. Apply various communication strategies
o Use effective communication skills with clients and program participants
o Identify the characteristics of lectures and group discussions
o Evaluate the appropriateness of Web-based resources
o Recognize the important role mass media plays in nutrition
3. Develop effective tools to communicate nutrition messages
o Recognize common pitfalls of ineffective educational tools
o Identify appropriate content and designs for print materials
o Write useful manuals and lesson plans
o Develop effective visual aids
Table of Contents
Part I: Principles of Nutrition Education and Behavior Change 1
Chapter 1. Introduction to Nutrition Education 3
What Is Nutrition Education? 3
The Job of the Nutrition Educator 3
Interpreting Science 5
Keeping Up-to-Date 5
Using Proper Communication 5
Facilitating Change 5
Lobbying for Nutrition Causes 6
Evaluating Interventions 6
Mentoring Colleagues 6
Methods and Tools Used by Nutrition Educators..................... 7
Conclusion ...........................................................................
8
Chapter 2. The Challenges of Changing Dietary Behavior 9
Challenges to Behavior Change 10
Dietary Factors 10
Individual Factors 12
Environmental Factors 13
The Science of Nutrition 15
Conclusion 17
Chapter 3. Theories and Models Used in Nutrition Behavior Research 19
Why Use Theory? 19
Definitions 20
Concepts and Constructs 20
Variables 21
Propositions. 21
Principles ........................................................................
21
Models ...........................................................................
22
Theories ..........................................................................
22
Theories and Models for Behavior Change 23
Social Cognitive Theory 23
Theory of Reasoned Action 27
Health Belief Model 29
Stages of Change Model 30
Conclusion 34
Chapter 4. Audience Segmentation 35
Children ..............................................................................
35
Child Development Research. 36
Implications for Nutrition Education 38
Adolescents 39
Implications for Nutrition Education 40
Adults 42
Theories of Adult Learning 43
Nutrition Knowledge and Attitudes of Adults 44
Implications for Nutrition Education 45
Older Adults 46
Review of Characteristics of Older Adults 47
Implications for Nutrition Education 49
Multicultural Groups ...............................................................
51
Implications for Nutrition Education 54
Low-Income Populations 55
Implications for Nutrition Education 56
Conclusion 57
Chapter 5. Teaching Nutrition Meaningfully: Traditional Versus
Participatory Education Approaches ............................ 59
What Is Meaningful Education 59
Traditional Approaches to Nutrition Education 60
Less Traditional Approaches to Nutrition Education ..............................
61
Conclusion 65
Part II: Developing Effective Educational Strategies and Resources 67
Chapter 6. Working with the Media .............................................
69
Characteristics of the Media ....................................................
69
Uses and Advantages of the Media 69
Drawbacks of the Media 72
Working with Media Representatives 73
Conclusion 75
Chapter 7. Developing Effective Counseling Skills ..............................................
77
Definitions .............................................................................
77
Communicating 77
Counseling 77
Verbal Communication 78
Be Objective. 78
Avoid Sarcasm 80
Be Flexible 80
Involve Clients 81
Paraphrase 81
Use Open-Ended Questions 82
Nonverbal Communication 83
Listening Skills 85
Addressing Counseling Challenges 86
Conclusion 88
Chapter 8. Delivering Successful Presentations 91
Preparing Your Presentation 91
Research Your Audience ..........................................................
92
Know Your Time Limit. 93
Consider the Content ...........................................................
93
Use Visual Aids Effectively ............................................. 96
Consider the Resources ........................................................
101
Delivering Your Presentation ...........................................................
102
Conclusion 104
Chapter 9. Designing Educational Print Materials 107
Designing Print Materials 107
Steps in the Designing Process 107
Factors to Be Considered when Designing Print Materials 110
Conclusion 116
Chapter 10. Creating Effective Lesson Plans 117
Getting Ready to Build Your Lesson Plan .......................................
117
Adhere to Learning Principles 118
Structure Your Knowledge 119
Writing Instructional Objectives 120
Why Care About Objectives? ...................................................
120
General Versus Specific Instructional Objectives ............................
120
Writing Effective Specific Instructional Objectives ..............................
121
Components of Lesson Plans 122
Conclusion 128
Chapter 11. Developing Practical Manuals 131
Why Develop Manuals? 131
Types of Manuals 132
Tutorial. 132
User's Guide 133
Policy and Procedure Manual 133
Reference Manual 133
Practical Considerations in Developing Manuals 134
Know Your Target Audience 134
Readability 135
Flow and Organization 138
Appearance ......................................................................
139
Practicality 143
Testing Your Manual 143
Conclusion 143
Chapter 12. Evaluating Instructional Computer Technologies 145
Definitions ............................................................................
145
Characteristics of Computer Technology 148
Evaluating Computer Applications 150
Evaluating Educational Software Programs 150
Evaluating Web-Based Educational Resources 152
Conclusion 154
Bibliography 155
For Your Continuing Learning 165
Self-Assessment Instrument 169
Answer Key 181
Explanations to Self-Assessment Instrument 183
About the Author 189
About Wolf Rinke Associates, Inc. 190