|
Effective Nutrition Education
for Behavior Change, Third Edition
Rayane AbuSabha, PhD, RD
To order the complete course click below:
| C202 |
18 CPEUs |
$129.95 |
 |
This one-of-a-kind manual (193 pgs) is ideal for diabetes
educators and a must for anyone who works with the public. Learn
how to:
- apply the principles of nutrition education
- recognize the challenges facing nutrition educators
- realize the role theory plays in designing nutrition interventions
- select suitable intervention strategies for various subgroups of
the population
- apply various communication strategies
- utilize effective communication skills with clients and program
participants
- identify the characteristics of lectures and group discussions
- deliver successful presentations
- recognize the significant role mass media plays in nutrition
- develop effective tools to communicate nutrition messages
- recognize common pitfalls of ineffective educational tools
- identify appropriate content and designs for print materials
- write effective manuals and lesson plans
- develop appropriate visual aids
For more information click here.
For RDs & DTRs:
Suggested Learning Need Codes for the Prof. Dev. Portfolio:
1000, 1020, 1040, 1090, 1130, 1140, 6000, 6010, 6020, 6030, 6040, 6050,
6060, 6070, 6080, 7120
This course is approved by ADA, DMA, accepted by NCBDE
To order the complete course click below:
| C202 |
18CPEUs |
$129.95 |
|
Share with a friend and Save!
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sharing.
To order an additional Reporting Form click below:
| C202F |
18CPEUs |
$50.00 |
|
Effective
Nutrition Education for Behavior Change, Third Edition
Rayane AbuSabha, PhD, RD
© 2010 Wolf Rinke Associates, Inc.
No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, scanning, or otherwise, without the prior written
permission of the Publisher.
Customer Comments
Darreldean Winkler: "Format was excellent. I will 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 INTRODUCTION
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 receive 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 a number of 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 level 2 learning program is designed to help you earn 18 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 the program complete the CPEU
REPORTING FORM and
Mail to: Wolf Rinke Associates, Inc., P.O. Box 350, Clarksville, MD
21029,
Or fax to: (410) 531-9282,
Or submit on-line at www.easyCPEcredits.com.
Upon receipt of your completed CPE REPORTING FORM we will send you
a Certificate of Completion.
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
After reviewing the information presented in this accredited, self-directed
learning program, you, as the nutrition professional should be able
to:
1. Apply the principles of nutrition education
- Recognize the challenges facing nutrition educators
- Realize the role theory plays in designing nutrition interventions
- Select suitable intervention strategies for various subgroups of
the population
2. Apply various communication strategies
- Utilize effective communication skills with clients and program
participants
- Identify the characteristics of lectures and group discussions
- Deliver successful presentations
- Recognize the significant role mass media plays in nutrition
3. Develop effective tools to communicate nutrition messages
- Recognize common pitfalls of ineffective educational tools
- Identify appropriate content and designs for print materials
- Write effective manuals and lesson plans
- Develop appropriate 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 4
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 21
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 31
Motivational Interviewing 35
Conclusion 40
Chapter 4. Audience Segmentation 43
Children 44
Child Development Research. 44
Implications for Nutrition Education 46
Adolescents 47
Implications for Nutrition Education 48
Adults 51
Theories of Adult Learning 51
Nutrition Knowledge and Attitudes of Adults 52
Implications for Nutrition Education 53
Older Adults 55
Review of Characteristics of Older Adults 56
Implications for Nutrition Education 58
Multicultural Groups 59
Implications for Nutrition Education 63
Low-Income Populations 65
Implications for Nutrition Education 65
Conclusion 66
Chapter 5. Teaching Nutrition Meaningfully: Traditional Versus
Participatory Education Approaches 69
What Is Meaningful Education 69
Traditional Approaches to Nutrition Education 70
Less Traditional Approaches to Nutrition Education 72
Conclusion 76
Part II: Developing Effective Educational Strategies and Resources
78
Chapter 6. Working with the Media 80
Characteristics of the Media 80
Uses and Advantages of the Media 80
Drawbacks of the Media 83
Working with Media Representatives 84
Conclusion 87
Chapter 7. Developing Good Counseling Skills 89
Definitions 89
Communicating 89
Counseling 90
Verbal Communication 90
Be Objective. 90
Avoid Sarcasm 92
Be Flexible 92
Involve Clients 93
Paraphrase 93
Use Open-Ended Questions 94
Nonverbal Communication 96
Listening Skills 97
Addressing Counseling Challenges 98
Conclusion 101
Chapter 8. Delivering Successful Presentations 103
Preparing Your Presentation 103
Research Your Audience 104
Know Your Time Limit. 105
Consider the Content 105
Use Your Visual Aids Effectively 108
Consider the Resources 113
Delivering Your Presentation 114
Evaluate Your Presentation 117
Conclusion 119
Chapter 9. Designing Educational Print Materials 121
Designing Print Materials 121
Steps in the Designing Process 121
Factors to Be Considered when Designing Print Materials 124
Conclusion 130
Chapter 10. Creating Effective Lesson Plans 133
Getting Ready to Build Your Lesson Plan 133
Adhere to LearningPrinciples 134
Structure Your Knowledge 135
Writing Instructional Objectives 136
Why Care About Objectives? 136
General versus Specific Instructional Objectives 137
Writing Effective Specific Instructional Objectives 138
Components of Lesson Plans 142
Conclusion 148
Chapter 11. Developing Practical Manuals 151
Why Need Manuals? 151
Types of Manuals 152
Tutorial. 152
User's Guide 153
Policy and Procedure Manual 153
Reference Manual 153
Practical Considerations in Developing Manuals 154
Know Your Target Audience 154
Readability 155
Flow and Organization 158
Appearance 159
Practicality 162
Testing Your Manual 163
Conclusion 163
Bibliography 165
For Your Continuing Learning 177
Self-Assessment Instrument 181
Answer Key 193
Explanations to Self-Assessment Instrument 195
About the Author 201
About Wolf Rinke Associates, Inc. 202
ABOUT THE AUTHOR
Rayane AbuSabha, PhD, RD, is Department Chair and Associate Professor
at The Sage Colleges, Troy, NY. Rayane's specialized field of work is
in the areas of public health, nutrition education, food behavior, and
evaluation of nutrition programs and interventions. Rayane received
her bachelor's degree in food technology and nutrition from the American
University of Beirut, Lebanon, and master's and doctoral degrees in
nutrition from The Pennsylvania State University, University Park, PA.
She has been a registered dietitian since 1989, and has counseled hundreds
of individuals for obesity, hypertension, diabetes, eating disorders,
and other diagnoses.
For over a decade, Rayane has given presentations and workshops to nutrition
professionals on topics such as Knowledge and Self-Efficacy of WIC Participants,
Functional and Nutritional Status of Older Women, Program Evaluation
and Facilitated Nutrition Education. She helped develop a distance learning
version and an electronic mail version of an introductory nutrition
education course, and was involved in evaluating several broadcast satellite
teleconferences, and interventions conducted in the Food and Nutrition
Supplemental program for Women, Infants and Children (WIC). She has
led evaluations of the WIC Program, the Child and Adult Care Food Program
(CACGFP), the Commodity Supplemental Food Program (CSFP) as well as
other local community nutrition programs. Rayane is planning to continue
her research in nutrition education, psychology, and marketing in order
to achieve a synthesis among the different fields and unravel the individual
patterns of dietary change.
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