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291 Cards in this Set
- Front
- Back
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What influences Policy Makers?
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Laws, regulations, policies
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What are some barriers when dealing with changing social and economic trends?>
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more immigrants, aging populations, rising costs, changing consumer expectations, increased competition, and greater cultural diversity, downsizing, mergers, cross training, and managed health care
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a group of people located in a particular space who have shared values and interact within a social system
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communitry
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What are 4 examples that form a community?
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people, location in space, social interaction, shared values
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discipline that strives to prevent diseases and to improve the health. nutrition, and well being of individuals and groups within communities
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Community Nutrition/ Public Health Nutrition
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What are the three areas that are the focus of community nutrition?
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people policy and programs
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those who are served by and benefit from communitry nutrition programs are?
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People : range from young single mothers on public assistance to senior business executives, from immigrants with poor English skills to college graduates, from pregnant teenagers with iron deficiency anemia to grandfathers with Alzheimers.
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a course of action chosen by public authorities to address a given problem ; what govenrments and organizations intend to accomplish through their laws, regulations, and programs
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policy
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instruments used by community nutritionists to seek behavior changes that improve nutritional status and health
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programs
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an organized effort by society to protect, promote, restore the health of people through the application of science, practical skills, and collective actions
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Public Health
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"state of complete physical,mental, and social well-being, not merely the absence of disease"
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WHO definition of health
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the process of enabling people to achieve their maximum potential for good health
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health promotion
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Primary Prevention: Prevent disease by controlling risk factors
List 3 for an Individual List 2 for Community List 1 for System |
Individual - Promote breast feeding, 5 to 9 a day campaign, food safety training
Community- Health fairs promoting low salt cooking, walking trials in local parks System - State requirement for daily PE |
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Secondary Prevention: Detect diease early through screening and other forms of risk appraisal
List 2 for Individual List 2 for Community List 1 for System |
Individual- Screening of individual patients by physicians, early diagnosis, counseling, medical nutrition therapy
Community - cholesterol screening at local grocery store, osteoporosis check at local health fair System - Insurance company reimbursement for weight loss |
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Disease Management and Tertiary Prevention : Treat and rehabilitate people who have experienced an illness or injury
List 2 for individual List 1 for Community List 1 for system |
Inidividual - Diabetes management, medical nutrition therapy and rehab services after a heart attack
Community - offering special diets in community feeding programs System - Legislation mandating special diets be provided in federal nutrition programs |
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What are the Goals of Healthy People 2010?
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1 . Increase quality and years of healthy life
2. Eliminate health disparities |
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For Healthy People 2010 the leading health indicators of lifestyle indicators are ____ , __, ______, ___, and _____.
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physical activity, overweight and obesity, tabacco use, substance abuse, responsible sexual behavior
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For healthy people 2010 the leading health system indicators are: ____ , ____, ____, ____ , _____.
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Mental health, injury and violence, environmental quality, immunizations, access to health care
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HEalthy people 2010 Progress report (p 15) :
Overweight and obesity - Fruit- Vegetables - Grain and whole grains- Fat/sat fat- Sodium - Calcium - |
Overweight and obesity moved away from recomendations .
Fruit moved towards recommendations Vegetables no change Grain and whole grains moved away from recommendations Fat/sat fat moved away from recommendations Sodium moved away from recommendations Calcium moved towards recommendations |
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Public Health nutrition is the same as _______
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community nutrition
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identifies the need of the community and puts into place a program or service designed to meet that need
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the community nutritionist
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What are the educational requirements of the community nutritionist?
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competencies in nutritional sciences, knowledgeable about the theories and principles of health education, epidemiology, community organization, management, and marketing
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What are the minimum educational requirements and additional requirements of a community nutritionist?
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Bachelor's degree in community nutrition, foods and nutrition or dietetics from an accredited college or university ;
Registration with the ADA, and graduate level training |
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To be registered with the ADA you must have what completed?
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Complete undergraduate training, complete a supervised practice opp ( dietetic internship) , successfully pass the registration examination developed by the commission on Dietetic Registration for RDs
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____ must have an associates degree can be employed in community nutrition postitions, must have passed the registration exam developed by the commission on dietetic registration for ____.
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DTRs
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44 states + District of Columbia + Puerto Rico had enacted licensure laws
Designed to protect the public, control malpractice, and ensure minimum standards of practice for qualified nutritionists Aim is to ____________ |
Licensure of nutrition professionals : legal recognition of health care professionals with the training and expertise to deliver nutritional services
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One who undertakes the risk of business of enterprise
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the entrepreneur
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What are the 7 leading indicators of change?
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an aging population, generaltional diversity, increasing demands for nutrition and healthcare services, increased ethnic diversity, challenges of the twenty first century lifestyle, increasing awareness of environmental nutrition issues, Global environmental Challenges for Public Health
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________ evaluates the health and nutritional status of the community, determines the needs of the community and examines where needs are not being met, determines resources available to address community needs
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Community needs assessment
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Community needs assessment examines health status as a _________________.
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condition of a population's or individual's health including quality of life and physical and psychosocial functioning
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Community Needs assessment examines nutritional status as a ____________.
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condition of a population's or individual's health as influenced by the intake and utilization of nutrients and non nutrients
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What are the 3 additional names of a community needs assessment?
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community analysis and diagnosis, health education planning, mapping
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Why conduct a community needs assessment?
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need for new data on a community's health and nutritional status, mandated by a government agency, new research findings and awareness of a problem, money available to examine the community
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What are the steps in a Community Needs Assessment?
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1. Define the nutritional problem
2. Set the parameters of the assessment 3. Collect the data 4. Analyze and interpret the data 5. Share the findings of the assessment 6. Set priorities 7. Choose a plan of action |
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write a concise statement of the problem that is of concern stating who is affected and how many people are affected; developoed from secondary and primary data
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Step 1: Define the nutritional problem
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data collected by someone else and available in a database
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secondary data
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new data you collect yourself
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primary data
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in step 1 :Defining the nutritional problem a concise statement of the problem that is of concern stating who is affected and how many people are affected are developed from ___________ datta.
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secondary and primary data
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step 2: _____________: define the comunity -people or place, determine the purpose of the needs assessment, define the target population, set goals and objectives, specify the types of data needed(depends upon the purpose, goals, and objectives)
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set assessment parameters
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broad statment or statements that indicates what the assessment intends to accomplish
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Goals
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statements of outcomes activities needed to reach a goal ; each _ states a single purpose
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objective
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a community needs assessment should contain strong "assessment" verbs such as ____________ not change verbs such as increase improve etc.
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identify, describe, count
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Step 2 : ___________ ; specify the types of data needed(depends upon the purpose, goals and objectives)
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Set assessment parameters
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Step 3: ______; what are the two types?
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Collect Data: qualitative and quantitative
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In step 3 the collected data should have ___, ______ and ________ characteristics
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community, environmental, and socioeconomic characteristics
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opinions and insights; key informants, stake holder - gathered information from someone besides the target audience
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qualitative data
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numerical data
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quantitative data
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the number of new cases during a specific time period in a defined population
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incidence
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the number of existing cases of a disease or other condition in a given population
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prevalence
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Step 4: ________; community diagnosis
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analyze and interpret the data
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Step 4: analyze and interpret the data; community diagnosis: interpret the _____ of the target population within the community, interpret the _______________to reach the target population, interpret the _____________ in the community, Summarize the ___________________.
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State of health, pattern of health care services and programs designed, relationship between the target populations health status and health care, evidence linking the target populations major nutritional problem to their environment
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Step 4: Analyze and interpret the data; _________
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prepare an executive summary
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captures 3 or 4 key points that have emerged from the assessment
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preparing an executive summary of step 4
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Step 5: __________; cost effective, reduced duplication of effort, promotes cooperation amoung organizations and agencies, enlarges the sphere of awareness about the nutritional problem. increases the likelihood that more than one agency will address the problem
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share the findings of the assessment q
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Step 6 : ______; who is to get what at whose expense? Which health outcome is most important?
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Set priorities
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____ is the effect of an intervention on th ehealth and well being of an individual or population
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the health outcome of Step 6: Set priorities
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Read tables 2-2 , 2-3 and 2-6 in the book
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done
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____ ,___,___ should be given priority!
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community priorities, preferences, and concerns should be given priority
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higher priority should be given to ____________ .
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common problems rather than rare ones
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Higher priority should be given to ____________
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serious problems rather than less serious ones
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The ______________________ should have a higher priority than those that are more difficult to prevent
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health problems of mothers and children that can easily be prevented
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Higher priority should be given to health problems whose frequencies are ____________________________.
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increasing over time than to those whose frequencies are declining or remaining static
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Step 7: ____________; with the new found information it is time to do something!!!
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CHOOSE A PLAN OF ACTION!
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share key findings, use key findings to change public policy, organize a workshop, alter an existing program, develop a new program
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Step 7: Choose a plan of action: with the newfound information it is time to do something!
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Chapter 3 WOO HOO!
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Assessing the Target population's nutritional status
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Asseessing the Target population's nutritional status includes 4 things:
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1. factors that influence dietary habits, values, attitudes, and beliefs
2. plan for collecting data 3. types of data that might be gathered 4. methods used to collect data and issues to consider |
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_______:
1st review the purpose, goals, and objectives of the needs assesment 2nd develop a set of questions that can assess the target population's nutritional problem, how it developed, and or factors that influence it 3rd choose a method for obtaining answers to these questions |
THE plan
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What are the 4 different types of data to collect?
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individual lifestyle factors, dietary patterns, working conditions, social networks
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What are the 5 ways of obtaining data about the target population?
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survey, screening, focus groups, interview with key informants, direct assessment of nutritional status
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a systematic study of a cross section of individuals who represent the target population(a sample) , can collect quantitative or qualitative inoformation, administered as a paper questionaire or as a formal, structured interview by telephone, by mail or online
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survey
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must have well-defined purpose appropriate for the sample, should be designed and pretested before use, administered in a structured manner using a standard protocol
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nutrition survey
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a nutrition survery assess information about what 7 areas?
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1. food consumption of households or individuals
2. eating patterns 3. adequacy of the food suppply 4. nutritional quality of the food supply 5. nutrient intake of a certain population group 6. relationship of diet and nutritional status to health 7. the effectiveness of an education program |
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readability
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SMOG and word readability scale?
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When administering the survery person or persons conducting the survey must be _________; conducted using a _________
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trained, standard protocol
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Type of survey that characterizes a population’s general health status; contains 3 components: ___ ,___,___
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health risk appraisal, a questionnaire, certain calculations that predict disease risk, educational message or report to the participant
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An important preventive health activity designed to reverse, retard, or halt the progress of a disease by detecting it as soon as possible
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a screening
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A screening can be done in 2 different settings : ___ and ___; the procedures should be __, ___ ,and ___
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clinical practice, and community settings; safe, simple, and inexpensive
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Brings together a group (typically 5-12) to talk about concerns, experiences, beliefs, or problems (lasts 1-3 hours).
Obtain advice and insights, information about key variables, and opinions.Conducted by a trained moderator. Provide qualitative data |
focus group interviews
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Speak with people “in the know” about the target population or the community
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interview with key informants
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Direct assessment of nutritional health status: ABCD
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anthropometric , biochemical, clinical, dietary
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Identify individuals at risk for nutrient deficiencies
Examine reserve tissue stores Examine level in body fluids Measure nutrient-dependent enzymes |
biochemical or laboratory methods
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Medical history
Symptoms Physical findings Blood pressure |
clinical methods
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Diet history
24-hour recall Diet record Food frequency questionnaire Other diet assessment methods |
dietary methods
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Practical issues
Scientific issues Sensitivity vs. specificity Validity vs. reliability Cultural issues |
issues in data collection : read in book!
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Chapter 4
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PROGRAM PLANNING for SUCCESS
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2 things for overview program planning:
___ and ____ |
1. Designing an intervention
2. Evaluating the intervention |
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What are the 4 steps of program planning for success?
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1. review the research and other technical materials
2. determine who would benefit from the intervention 3. assess participant knowledge 4. determine the types of nutritional problems that might be encountered |
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What triggers program change?
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programs typically change after some precipitating event
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Precipitating events requires ___________ (6)
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New identified community need
Mandate from an organization’s national office New research findings Community leader or coalition agenda Available funding for new programs Government policy change |
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A broad statement or declaration of an organization’s purpose or reason for being
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mission statement
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Your organization’s mission statement should ______________
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match the purpose of the educational program
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Mission statement of the American Dietetic Association
“________________” (p 612) |
“Empower members to be the nation’s food and nutrition leaders” (p 612)
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We provide leadership on food, agriculture, natural resources, and related issues based on sound public policy, the best available science, and efficient management
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The mission statement of the USDA!
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What are the 7 program planning steps?
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1. Review the findings of the community needs assessment report
2.Establish intervention program goals and objectives 3.Develop an intervention program plan 4.Describe the management system 5.Identify funding sources 6.Implement the program 7.Evaluate program elements and effectiveness |
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Examine the data regarding the target population’s nutritional problem or need.
Identifies gaps in services. Suggests places where interventions are needed. |
Step 1: Review the results of the community needs assessment
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Goal
BROAD STATEMENT of desired changes or outcomes which provide a general direction for a program Healthy People 2010, Nutrition and Overweight, Chapter 19 Goal Promote health and reduce chronic disease associated with diet and weight |
Step 2: write program goals and objectives
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BROAD STATEMENT of desired changes or outcomes which provide a general direction for a program
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GOAL
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a well writtin objective describes the ____,___,___,___; well written objectives are SMART!
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specific action or activity to be undertaken
target population way success will be measured or evaluated time frame in which the objective will be met |
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what does SMART stand for?
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Specific
Measureable Achievable Realistic Time bound |
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What are 3 types of objectives?
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outcome, process, structure
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Measurable changes in a health or nutritional outcome
Healthy People 2010, Nutrition and Overweight, Chapter 19 Objective 19-1 By 2010 increase the proportion of U.S. adults aged 20 years and older who are at a healthy weight to 60 percent. |
outcome objectives (intervention)
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Measurable activities carried out by the community nutritionist and other team members in implementing the program
Each of the four community nutritionists will conduct two 30-minute nutrition lectures per week over a three-month period |
process objectives (intervention)
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Measurable activities surrounding the budget, staffing patterns, management systems, use of the organization’s resources and coordination of program activities.
Each of the four community nutritionists will spend no more than five hours preparing and no more than $50 on program materials for the 3-month program. |
structure objectives(intervention)
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First review program goals and objectives
Using these goals and objectives develop the _______ |
step 3: develop a program plan
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pg 106 in book!
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AH
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What is intervention strategy?
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Who is the target group? what is the level of intervention?
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Set goals and objectives
Specify program format Choose program identifiers Tag line = simple, short message that conveys a key intervention message and is used on promotional materials Marketing plan |
Design the nutrition education component
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simple short message that conveys a key intervention message and is used on promotional materials; "Good food for Good Health" "5 a day" "Just do it!" "Got Milk?"
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tag line
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Step 4: Develop a management system using ___, ___ and ___
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personnel, data, and resources
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Step 5: Identify funding sources __________, and ________
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within the organization and external source of funding
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External source of funding; ________: Gives a clear message about the funding request purpose
Demonstrates a specific need Explains how funds will be used to enhance program effectiveness |
Grant Writing
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Framework for planning, implementing, managing & evaluating
community nutrition projects |
logic model - ph 111 in book
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Step 6: ______; its the "active phase"
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implement the program
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is the set of activities directed toward putting a program into effect.
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Step 6: implementation
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What are the 5 steps of enhancing program participation?
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Understand the needs and interests of the target population
Use evaluation research to improve the program Use incentives for participating Build ownership of the program Promote, promote, promote |
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Step 7: ___________________
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evaluate program elements and effectiveness
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________is the use of scientific methods to judge and improve the planning, monitoring, effectiveness, and efficiency of health, nutrition, and other human services programs.
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Evaluation
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Why evaluate your program?
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Gather information to make decisions
See Table 4-6 To improve the program To justify the program or show accountability To document the program |
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What are the 6 types of evaluation?
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Formative
Process Impact Outcome Structure Fiscal or Efficiency |
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Tests and assesses elements of a program before it is fully implemented
Allows for modification of the program before it is fully implemented. |
formative evaluation
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Examines the program’s activities or efforts
Did the program accomplished the stated process objectives? |
process evaluation
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Determine whether the program’s methods and activities resulted in the desired immediate changes in the client
Focuses on the immediate indicators of a program’s success (beliefs, attitudes, decision-making skills, self-esteem, self-efficacy, and knowledge) |
impact evaluation
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Examines a programs effectiveness in changing one or more aspects of the nutritional or health status of the target population
Did the program meet the stated outcome objectives? |
outcome evalutation (summative evaluation)
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Examines the personnel and environmental factors related to program delivery (money, time, staff, facility and resources)
Did the program use the resources properly as stated in the structure objectives? |
structure evaluation
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Determining a program’s benefits relative to its costs
Cost-benefit analysis Cost-effectiveness analysis |
fiscal or efficiency evaluation
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For every $1 spent on the program $4 is saved in health care costs yields a ratio of 1:4
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cost-benefit ratio
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Relates the effectiveness of reaching the program’s goals to the monetary value of the resources going into the program (see Table 4-7)
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cost-effectiveness analysis
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Communicate to the appropriate potential users
Ensure the report addresses the issues that users perceive to be important Deliver report on time and in a form that is easily understood |
Communicating evaluation findings
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What are the 4 steps of the nutrition care process?
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Step 1 – Nutrition assessment
Step 2 – Nutrition diagnosis Step 3 – Nutrition intervention Step 4 – Monitoring and evaluation |
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Chapter 5: Principles of Epidemiology
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YAY! Half WAY!
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Focus on the health problems of populations rather than of individual patients
“considered a cornerstone methodology of public health research, and is highly regarded in evidence-based medicine for identifying risk factors for disease and determining optimal treatment approaches to clinical practice” (Wikipedia) |
epidemiology
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the study of the distribution and determinants of health-related states and events in specified populations and the application of this study to the control of health problems
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epidemiology
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who gets the disease, where it’s found, when did it occur, etc…
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distribution of epidemiology
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What are the 2 determinates of epidemiology?
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Host factors and environmental factors
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age, sex, race, genetic makeup, physiological status, etc…
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host factors
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living conditions, occupation, geographical location, lifestyle, etc...
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environmental factors
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Rates and Risks
Case, vital statistics, risk, risk factor, relative risk Incidence and Prevalence |
how data about disease processes are obtained and analyzed
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figures pertaining to life events such as births deaths and marriages
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vital statistics
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a particular instance of a disease or outcome of interest
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case
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the probability or likelihood of an event occurring in this case, the probability that people will acquire a disease
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risk
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clinically important signs assoiated with an increased likelihood of acquiring a disease
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risk factors
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Relative risk = ___ / ___
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rick of disease or death for exposed persons/ risk of disease or death for unexposed persons
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What are the 9 steps of the epidemiological method?
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1. Observing
2.Counting cases or events 3.Relating cases or events to the population at risk 4.Making comparisons 5.Developing the hypothesis 6.Testing the hypothesis 7.Drawing scientific inferences 8.Conducting experimental studies 9.Intervening and evaluating |
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figure 5-5
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hypothesis testing
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what are 4 types of epidemiologic studies?
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correlational/ecological and cross-sectional studies , cohort or incidence studies, case-controlled studies, and experimental study/ controlled study
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Best used to generate hypothesis
Does NOT show cause and effect Provides evidence of the relationship or association between variables |
correlational/ ecological and cross-sectional studies
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Observational analytic study that can be prospective or retrospective
______is followed through time to assess their later disease or outcome status |
cohort or incidence studies
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Type of observational analytic study
Enrollment is based upon the presence (case) or absence (control) of disease c |
case-controlled studies
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Most rigorous evaluation of a research hypothesis
Can demonstrate a cause and effect |
experimental study/controlled study
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study food consumption at the national, household, or individual level
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nutritional epidemiology
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What are some challenges to nutritional epidemiology?
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Diet is not a single exposure, but rather a complex set of many intercorrelated continuous variables. Moreover, these variables are likely to have non-linear relationships with disease and interact with each other.
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What are some well known nutritional epidemiology studies?
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NHANES, Nurses' health study, Bogalusa Heart Study
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What is the community nutritionist role in nutritional epidemiology?
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identify the nutritional problem, and interpret the scientific literature
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ADA evidence analysis library, cochrane database of systematic review, DHHs agency for healthcare research and quality national guideline clearing house
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are all systematic scientific reviews
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Chapter 15: Understanding and Achieving Behavior change
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woop woop!
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Why develop programs using theory?
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Gives planners tools for moving beyond intuition as they design interventions and evaluate health behavior.
Helps clarify key constructs and their presumed relationships Program planning, implementation, and monitoring based in theory are more likely to succeed |
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describes the reasons why a problem exists
Why? What can be changed? |
explanatory theory
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guides the development of health interventions
Which strategies? Which messages? What assumptions apply to how the program will work? |
change theory
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Part 1 describes ways that theories and models can be useful in health behavior/health promotion practice and provides basic definitions.
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foundations of theory in health promotion and health behavior
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“The process of enabling people to increase control over and to improve their health.”
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health promotion
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What is the purpose of health promotion programs?
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To help people:
maintain and improve health reduce disease risks manage chronic illness |
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A systematic way of understanding events or situations
Concepts – the building blocks – the primary elements – of a theory Constructs – concepts developed or adopted for use in a particular theory. The key concepts of a given theory are its constructs. Variables – are the operational forms of constructs. They define the way a construct is to be measured in a specific situation. |
a Theory
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_______– the building blocks – the primary elements – of a theory
_______– concepts developed or adopted for use in a particular theory. The key concepts of a given theory are its constructs. ______– are the operational forms of constructs. They define the way a construct is to be measured in a specific situation. |
concepts; constructs; variables
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Characteristics of a useful theory are (LCSS) ?
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1.Logical
2.Consistent with everyday observations 3.Similar to those used in previous successful programs 4.Supported by past research in the same area or related ideas |
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Emphasizes the interaction between and interdependence of factors within and across all levels of a health problem
Highlights people’s interaction with their physical and socio-cultural environments |
ecological perspective
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Behavior both affects, and is affected, by multiple levels of _______.
Individual behavior both shapes, and is shaped, by the _________. |
Ecological perspective key concepts: influence and social environment
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Multiple Levels of Influence
Intrapersonal or Individual Level Interpersonal Level Community Level Institutional or organizational Community Public policy |
ecological perspective - Concept 1
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These theories address individual characteristics that influence behavior, such as knowledge, attitudes, beliefs, and personality traits.
Health Belief Model Stages of Change Theory of Planned Behavior Precaution Adoption Process Model |
intrapersonal or individual level
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health belief model, stages of change, theory of planned behavior, precaution adoption process model
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intrapersonal or individual level of ecological perspective
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These theories assume that behavior is influenced by interpersonal processes and primary groups, including family, friends, and peers that provide social identity, support and role definition.
Social Cognitive Theory |
interpersonal level
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social cognitive theory
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interpersonal level of ecological perspective
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Institutional Factors
Community Factors Public Policy Factors |
community level of ecological perspective
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Conceptual Frameworks
Community Organization and Other Participatory Models Diffusion of Innovation Theory Communication Theory |
community level of ecological perspective
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PRECEDE-PROCEED model
Social Marketing |
planning models
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Chapter 16: Gaining cultural competence in community nutrition
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4 more left!
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developing attitudes, skills, and levels of awareness that enable one to provide culturally appropriate, respectful, and relevant interventions
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cultural competence
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Shared history
Thoughts, communications, actions, customs, beliefs, values, and institutions of groups ; the benefits of college and university - we learn so much more than what is in the textbooks. we are exposed to different cultures |
culture ; gaining cultural competence
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Principles or standards that members of a cultural group share in common
Provide meaning, structure, organization to our lives We hold onto them in the face of adversity and obstacles Examples? |
cultural values
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examples of cultural values
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Schindler’s List-when they still celebrate the Sabbath.
New Orleans-Mardi Gras, Second lines, etc… |
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Differences among groups of people
Visible-- Physical abilities and disabilities, language, religion Not visible-- Sexual orientation, gender identification, SES, age, religion |
diversity
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Interaction between or among individuals who represent distinctly different cultures
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cross-cultural
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To consider the beliefs, values, customs, and viewpoints or their own group superior to that of every other group
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ethnocentric
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___ addresses the idea of ethnocentrism. Why white europeans think they are superior to non-europeans
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GGS - what is this?!
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What are the differences between cultures?
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Communication
Sense of time Family practices Beliefs about the cause of illness Healing beliefs |
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Why do we need cultural competence?
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Challenge of a multicultural and dynamic population
Increased use of traditional therapies Health disparities Under-representation of health care providers from culturally and linguistically diverse groups |
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population trends
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demographics
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Complementary and alternative medicine
Mediation Acupuncture |
"traditional therapies"
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Not all cultures have the same health status
_______exist due to gender, age, race/ethnicity, education, income, disability, geographic location, sexual orientation, & genetics |
health disparities
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under-representation of health care providers from ____________
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Culturally and
Linguistically diverse groups |
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Healthy People 2010 goal to “__________________ ”
Poor working and living environments SES/under use of health care services/lack of healthcare/lack of insurance Negative racial attitudes Stereotyping Culture |
Eliminate health disparities - why do we need cultural competence
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Purpose: to develop a process that requires time, effort, active awareness, practice, and introspection
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the purpose of cultural competency models
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What are 2 different cultural competency models in the text book?
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Cultural Competence Continuum Model (Table16-3)
The Campinha-Bacote Cultural Competence model (Table 16-4) |
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Process of gaining cultural competence is envisioned as a succession of stages (table 16-3)
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cultural competence continuum model
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Views cultural competence as a process rather than an end result
-views cultural awareness, skill, knowledge, encounters, and desire as the five constructs of cultural competence |
the campinha-bacote cultural competence model
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be aware of your own biases and prejudices
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cultural awareness
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Explore unfamiliar cultures
HUEC 3116 Service learning You may feel a bit insecure You will experience something entirely new Hopefully you will re-evaluate your preconceived notions and stereotypes |
cultural knowledge
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Know and understand the people you serve
Pay attention to issues impacting their lives |
cultural encounter
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Misinterpretation of the meaning of words-Israeli soldier
Nonverbal-includes tone of voice, silence, proximics (urinal, soda fountain) Peace sign |
cross cultural communication
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Each society has a set of conscious and unconscious set of reciprocal responses
Various cultural groups have distinctive communication styles (Table 16-11) |
cross-cultural communication
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What are the cross-cultural communication barriers (4)
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Differences in languages
Misinterpretation of the meaning of words within languages Misinterpretation of nonverbal behavior stereotyping |
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_____________ (p 543-544)
Smile, show warmth, and be friendly Be flexible, thoughtful, sincere, and LISTEN _______________: Make use of paraprofessionals and aids, translators, and interpreters ; Attempt to learn and use key words, especially greetings and titles of respect, in languages spoken by populations serviced by your organization Thank clients for trying to communicate in English Ask for clarification Be positive-use positive language, ie “use a pencil to fill out this form” not “Don’t use a pen to complete the form” |
Cross-Cultural communication;
dietary interventions ; learn from others representing that culture |
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Assess with explanatory models
Negotiate a culturally sensitive treatment plan using LEARN intervention guidelines ; We are busy and it is difficult to learn about every culture to which you are going to provide a service |
culturally appropriate intervention strategies
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Explanatory models: what are the 5 major concerns about an illness episode? (table 16-13)
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etiology, time and mode of onset of symptoms, pathophysiology, course of sickness, and treatment
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LEARN intervention guidelines.
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Listen, explain, ecknowledge, recommend, negotiate
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you are demonstrating that what your client has to say is very important to you-a key relationship-building skill; request clarification when necessary by saying “I didn’t quite understand that”
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Listen of LEARN
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Explain back to the client your perception of what was related
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Explain of LEARN
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: the similiarities and differences in your persepectives regarding the cause and/or treatment of the problem
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Acknowledge of LEARN
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client should be given several options that are culturally relevant, concise, and practical
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Recommend of LEARN
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“Which of these options do you think would be a good place to start?”
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Negotiate of LEARN
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Keys to REACH success
Trust Empowerment Culture and history Focus on causes Community investment and expertise Trusted organizations Community leaders Ownership Sustainability |
Racial and Ethnic Approaches to Community Health Across the U. S. (REACH U.S.) Established by the CDC in 2002
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How can your organization provide culturally sensitive care? (5 WAYS)
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Mission statements
Physical structure Policies and procedures for recruiting, hiring, retention of diverse and culturally competent work force Staff development in cultural competence $ for transportation and interpretation services |
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Value diversity by,
appreciating, respecting, and understanding people who have cultural beliefs and behaviors different from you own. |
its your attitude
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a collection of beliefs that includes an evaluative aspect
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attidues
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Chapter 17 : Principles of nutrition education
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ughh
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Has a favorable impact on the target audience by getting them to
examine their beliefs system evaluate the consequences of a certain behavior change their behaviors |
The successful health message
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An instructional method that promotes healthful behaviors by imparting information that individuals can use to make informed decisions about food, dietary habits, and health.
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nutrition education
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Integrates good instructional design and learning principles
Considers the learning style and motivation of the target population Includes methods promoting a high degree of individualization |
the effective nutrition education intervention
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in order to have an effective nutrition education intervention you must __________
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know about your target audience
Know who you are going to try and instruct before you will actually assess the program |
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What are the 6 basis educational principles?
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Consonance
Relevance Individualization Feedback Reinforcement Facilitation |
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Keep you message short, clear, and simple
Emphasize positive points Relate the message to the child’s/adolescent’s interest Make practical, concrete suggestions Involve the child/adolescent Tie teaching concepts to child/adolescent concerns ; concerned about running fast in relay, strenth, thinking in school |
the child adolescent learner
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Make learning problem-centered
Make information concrete Make learning collaborative Encourage dialog and participation Ask open-ended questions Seize “teachable moments” What to do or not do in culturally sensitive situations Enhance learner’s sense of self-worth with positive feedback Establish a positive learning environment Recognize and accept individual and cultural differences |
the adult learner
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When developing a nturition education plan think about what two things?
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What is it intended to accomplish?
What resources are available to implement the program? ; also - what do you want to do? who is your target population? |
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When developing a nutrition education plan...Understand the __________ and their need and interests
Use e____________ to improve the program design Make the program enjoyable and relevant to the target population’s needs Remove ______to participation Not to many barriers Use_______ for participation How you can reward them |
target population, evaluation research, barriers, incentives
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the nutrition education plan descibres the ____________________ (8)
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Needs of the target population
Goals and objectives for intervention activities Program format Lesson plans Nutrition plan Marketing plan Partnerships Evaluation instruments |
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Remember first you must _________
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ASSESS NEEDS!
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1.What is the telling question? (Each group and station has 2 questions)
2.What are the key concepts? (What must you teach so that the children/adolescents can answer the questions?) 3.What methods of inquiry will you use? (Use define, describe, list, explain, demonstrate, apply, and practice) |
Identify the major concept
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How is the program to be delivered?
How many classes? How long in length? What will be accomplished? |
specify the program format
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impact outcome objectives
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instrucitonal objectives - refer to book
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The___________ should be specified for each lesson.
It should be simple and easy-to-understand. |
nutrition message
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Choose program identifiers like ________
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tag lines
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A short, simple message that conveys a key intervention message and is used on promotional materials; got milk? just do it! dem saints! take 5! 3 a day!
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tag line
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table 17-6
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example of a lesson plan
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Marketing is so important! To make sure that people show up and want to know! Getting the word out!
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developing a marketing plan - MARKETING IS EVERYTHING! think about it carefully!
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Who could you work with?
Big buddies or 4 H group Kids and Instruction Who would you partner with? Depends upon your prodject (Good test question) If its Age related degenerate imaculation? |
Specify partnerships ; examples: Businesses
Cooperative extension offices Fitness and recreational facilities Hospitals Health departments Church and community groups Schools and universities |
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Conducted during the program design process (focus groups, pilot test surveys)
Tests the understandability and applicability of materials and methods prior to initiation of the program |
conduct formative evaluation
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before program gets started focus groups pilot testing surverys
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formative evalutation
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Deliver as faithfully as possible the program that you have designed
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implement the program
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Designed in the planning stage but is conducted at the end of the program.
Provides information about the effectiveness of the program and how it might be improved Evaluates participants’ reaction to all aspects of the program |
summative evalutation
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whats an example of a summative evalutaiton?
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the two questions already set up to give at the end of a program
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Chapter 18: Marketing Nutrition and Health Promotion
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2 more!
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the process by which individuals and groups get what they need and want by creating and exchanging products and values with others.
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marketing
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the design, implementation, and control of programs seeking to increase the acceptability of a social idea or practice in a target group or groups
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What is social marketing; kolter 1975
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the application of commercial marketing technologies to the analysis, planning, execution, and evaluation of programs designed to influence the voluntary behavior of target audiences in order to improve their person welfare and that of their society
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what is social marketing; andreasen 1995
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comprehensive effort to influence the acceptability of social ideas in a population, usually for the purpose of changing behavior
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what is social marketing ; kolter and andreasen
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Social Marketing: _______are consumer driven and targeted to serve a defined group of people
________ are “sold” in the same way as commercial products. |
programs ; health ideas
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Social marketing seeks to change attitudes and behaviors; list less difficult to more difficult (4)
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cognitive change, action change, behavior change, value change
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Marketing plan for health promotion (7)
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`1.Determine the needs and wants of the target population.
2.Identify benefits of the product or service to the target population. 3.Conduct a situational analysis. 4.Develop a marketing strategy. 5.Develop a budget and time line. 6.Implement the marketing strategy. 7.Evaluate the marketing plan. |
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Build a knowledge base from which to develop the marketing strategy
Community needs assessment Question the target population The Target market is the one, particular market segment pinpointed as a primary customer group. |
#1 determine needs and wants of the target population
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The benefit sells the product or service
Safety Security Happiness Attractiveness Health |
#2 Identify benefits of the product or service to the target population
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Assess the environment
your potential market (potential customers for a product or service) the environment in which your product or service will be positioned the competition Select a target market (market segmentation) one primary, distinct customer group for your product, program, or service |
#3 conduct a situational analysis
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users, referral sources, decision makers are all _______
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potential market
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Separation of large groups of potential clients into smaller groups with similar characteristics
geographical demographic psychographic behavioristic |
market segmentation
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SWOT analysis
Strengths Weaknesses Opportunities Threats Analyze the environment and watch for trends |
Situational analysis
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What does SWOT analysis stand for?
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strengths, weaknesses, opportunities, threats
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Ensures a good fit between the goals and resources of the organization and the needs and wants of the target population
Specifies a target market and five distinct elements Product Place Price Promotion Publicity tools |
#4 develop a marketing strategy
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All characteristics of the product or service that are to be exchanged with the target market
Style, special features, packaging, quality, brand name Service to be delivered, quality of service, fit with the target market |
product
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Location where the exchange takes place
Accessibility Convenience Comfort Parking Channel of distribution Gatekeepers such as physicians, parents, health insurance companies |
place
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Fee for tangible costs (fee for service)
Fee for intangible costs (time, effort, inconvenience) |
price
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Agency or organization’s informative or persuasive communication with the target market.
advertising sales promotion personal selling public relations |
promotion
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Articles in print
Informational brochures and newsletters Interviews on radio or TV Thank you notes Public service announcements Branding |
publicity tools
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Cost of implementing the marketing strategy
and Specifies the marketing activities to be done each month both before and after the launch of the product or service |
#5 - develop a budget and timeline
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cost of implementing the marketing strategy ;
specifies the marketing activites to be done each month before and after the launch of the product or service |
budget and timetable
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Implement according to the original design
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I#6 Implement the marketing strategy
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Did the plan reach the right audience at the right time with the right message?
Did the target market’s beliefs, attitudes, actions, or behaviors change? |
#7 Evaluate the marketing plan
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Chapter 19 : Managing Community Nutrition programs
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LAST ONE!
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The community nutritionist must be a good manager
Good management skills allow you to _________ (3) |
1.communicate
2.persuade 3.work with various groups within the marketing environment |
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What are the 4 functions of management ?
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planning, organizing, leading, and controlling
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Forward looking – ongoing
What to do and when and how to do it |
planning
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what are 3 types of planning?
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stratetgic, operational, project
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Broad in scope
Long-term Addresses an organization’s overall goals and objectives Conducted by upper level management |
strategic planning
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Short-term
Activities and actions required to meet the organization’s goals Specific actions regarding expenditures and controls Conducted by mid-level management |
operational planning
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Coordinates a limited set of activities
Typically involves one program or intervention Path and timeline – steps toward completing a program Critical path – the series of tasks that take the longest amount of time to complete (p589) |
project management
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Process by which carefully formulated plans are carried out
Arrange and group human and nonhuman resources into workable units to achieve the organizational goals. |
organizing
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Organizing requires ____ (3)
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Organization structures
Job design and analysis Human resource management |
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Formal pattern of interactions and activities designed by management to link the tasks of employees to achieve the organization’s goals
Organizational charts (Figures 19-2, 19-3, 19-4) Help establish the lines of communication and procedures Span of management or span of control # of subordinates who report directly t a specific manager Most management experts recommend only 3-7 subordinates Delegation assignment of part of the manager’s work to another |
organization structures
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Position with the authority and responsibility to achieve the organization’s main goals and objectives
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line position
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Position with the primary purpose of assisting those in line positions
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staff position
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Specification of tasks and activities associated with a particular job
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job design
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Systematic collection and recording of information about a job’s purpose, it’s major duties, the conditions under which it is performed, and the knowledge, skills, and abilities needed to perform the job effectively.
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job analysis
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The formal outcome of a job analysis is a job description (Figure 19-5) which requires _______(5)
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Job title
Immediate supervisor Job summary Job duties Job specifications |
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pays attention to the people who produce the product or service
Staffing Recruiting employees Affirmative action – Title VII of the Civil Rights Act of 1964 forbids discrimination on the basis of gender, race, color, religion, or national origin Evaluating job performances Performance appraisal |
HRM
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Influencing others to carry out the work required to reach the organizations goals
Motivating employees Communicating with employees |
Leading
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Set high standards and stick to them
Put the right person in the right job Keep employees informed about their performance Allow employees to be part of the process |
motivating employees
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Use both written and oral communication
Pay attention to people and events Be a good listener |
communicating with employees
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Regulate the organizational activities to ensure that they meet established standards and goals
Determine which activities need control Establish standards Measure performance Correct deviations |
controlling
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Balance sheets
Income statements |
financial control
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how much you made during a period of time
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income statement
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how much you saved, how much you took in, a better over view of the company
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balance sheet
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Plan for the accomplishments of programs related to objectives and goals within a definite time period
Budgeting is closely linked with planning |
operating budget
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Nutrition Informatics
____ - Unanalyzed facts and figures ___ - Data that has been analyzed or processed into a form that is meaningful for decision makers |
Information management : data; information
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GOOD LUCK!
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DONE!
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