NUTRITION EDUCATION.pptx by Oturen Moses

Introduction to nutrition education and counselling

1. NUTRITION AND HEALTH EDUCATION By Oturen Moses Reg. Nutritionist/Dietitian And Health Medical Tutor

2. Learning objectives By the end of this lesson learner should be able to: Define of nutrition and health education Explain the benefits of conducting nutrition and health education in the community Discuss channels for providing nutrition and health education Discuss Qualities of effective nutrition and health talks Organize and facilitate effective nutrition and health talks

3. Nutrition and Health Education Definition of Nutrition and Health Education • A form of social and behavior change communication • Any combination of learning experiences designed to help individuals and communities improve their nutrition and/or health by increasing their knowledge or influencing their attitudes (adapted from WHO) The development of individual, group, institutional, community, and systemic strategies to improve knowledge, attitudes, skills, and behaviors that contribute to improved nutrition and/or health An interactive meeting in which a health worker or community volunteer talks with a group of individuals in a community on a topic relevant to the nutrition and health issues of that community

4. Benefits of Effective Nutrition and Health Education in Communities The benefits of conducting nutrition and health education in the community include: Increased awareness of services available at the facility and in the community Potential for dispelling rumours/myths Opportunity to learn about the needs and expectations of a community so they can be addressed Increased community ownership of programs and increased cooperation Stronger linkages between health facility and community, helping ensure continuum of care Improved care-seeking practices

5. Channels for Providing Nutrition and Health Education Interpersonal communication This including one-on-one meetings, counselling sessions, peer interactions , and small group trainings or discussions Can provide tailored communication Able to better explain complex information Interactive Often most time intensive Can build skills Community-based communication, including community meetings and events, rallies, community drama , games, bulletin boards

6. Cont’ Provides social support Inspires collective ownership and motivates collective solutions Mass media including brochures, booklets, banners, billboards, flyers, other promotional materials, newspaper articles, television, radio, social media, health games like the “Good Life” show Extensive reach Efficient and consistent repetition of messages

7. Qualities of effective nutrition and health talks Brainstorm about the with these questions What is the facilitator’s role when giving a talk What are the qualities of a good health talk ? What are the challenges to facilitating health talks well? How can these challenges be overcome?

8. Organizing and Facilitating Effective Nutrition and Health Talks Before the Talk Identify the target group (e.g., HIV-positive pregnant women) and one or two specific, relevant topics (e.g., how these women can improve their diet during pregnancy). Identify some of the common barriers and facilitators of healthy practices by reviewing findings from research studies along with consultations with community members. Determine the best approach for helping them learn and participate (e.g., if your audience is illiterate, use picture cards to facilitate discussion). Determine key messages the audience should learn from the talk and prioritize them according to what they ‘must know’, ‘should know’, and ‘could know’. Make objectives for the session, based on what participants need to learn. Objectives should be SMART .

9. Cont’ Review information on the topic so that it is familiar and make sure it is up to date. Prepare the materials you will need to conduct the session (e.g., handouts, flyers, counselling cards , flip charts, demonstration foods). Prepare brief prompting notes for yourself. Inform the community or participants about the date, time, venue, and topic of discussion. Get to the venue at least 30 minutes before the start time to make sure the venue is in order and you have sufficient time to set up your materials. Note It may be helpful to prepare a simple chart that lists target group, objectives, key messages, strategy , and/or materials.

10. During the Talk Create rapport with the group. In a friendly and respectful manner, introduce yourself and anyone who may be assisting you. Introduce the topic in a stimulating way and share the intended result/outcome. Ask participants what they expect from the discussion. Observe participants’ interest and level of engagement. Ensure that your nonverbal communication, such as posture and facial expression, Communicates warmth and respect. Encourage discussion and participation .

11. Cont’ Give others the opportunity to respond freely to participant contributions before offering an answer or opinion; the discussion may not unfold fully if you give your opinion right away. Use active listening techniques described in the module on counselling . While this focuses on health talks, these steps apply to other social and behaviour change activities as well. Integrating Nutrition Assessment, Counselling, and Support into Health Service Delivery. Ask the group’s opinion when you are asked questions by participants; encourage the exchange of ideas, intervening only to facilitate respectful discussion or ensure accuracy of information.

12. Cont’ Keep the discussion focused and moving. Revive any important questions that got lost in the discussion without resolution. Re-focus or terminate long discussions. For complex issues, identify the points on which participants agree so you can say, ‘Okay, we all agree on this’ and move on to other points that need to be addressed. Avoid returning to a topic that was already discussed. Ensure that participants understand key points .

13. Cont’ Ask a few questions about the topic to assess whether the information was understood. After sufficient discussion, address any questions raised, clarifying as needed, and provide information on where participants can learn more or obtain services. Conclude by recalling the main results and emphasizing key messages and actions. Give participants appropriate material to take home if available, and encourage them to share the discussion with family members and friends.

14. After the Talk Ask whether the participants felt the session was helpful and how they might use what they learned . Write a report about the activity (attendance, feedback from the group). Do a self-evaluation (or ask a colleague to provide feedback using the Observation Checklist) to identify what you did well and what needs improvement

15. Observation Checklist

16. Case Scenario You need to hold a nutrition and health education talk in N amatala, a village that is 800m from your health facility in Mbale City, to discuss the advantages of proper nutrition for PLHIV . The audience will be mainly busy farmers, who would really appreciate a talk that is specific, concrete, and fun. What steps will you take before, during, and after the talk?