DTN303: Nutrition Education for Adults Apply Learning and Educational Theories - Medical Science Assignment Help

Assignment Task:

Task:

SUBJECT INTENDED LEARNING OUTCOMES (SILOs)

Upon successful completion of this subject, you should be able to:

• Apply learning and educational theories to design individual and group nutrition education sessions, including development of appropriate supporting materials.
• Apply effective individual and group multimodal communication skills for a range of lay and expert audiences.
• Critically review and analyse the food, health and nutritional status of groups across Australia

TASK INTRODUCTION AND PURPOSE

Public health nutritionists and dietitians regularly work in a health promotion context, both formally as a project coordinator or health promotion officer or informally when meeting the needs of the community via the delivery of group nutrition education sessions.  The program management cycle is used within this subject as a basis for undertaking the planning/design, implementation and evaluation of a community nutrition project. This process is equally valuable from a quality improvement cycle perspective for an existing program and for the development of a new program. For students studying dietetics, these skills will be further utilised in project-based placement subjects in final year - Food Service Management (DTN5FSM) and Community and Public Health (DTN5CHP). 
Please note that for the purpose of this task, a “group” is considered 3 or more people and participants of the group must be over the age of 18. Consent to participate must be received from all participants when you first meet the group members. See the LMS for the ‘Consent form – felt needs assessment’ and ‘Consent form - nutrition education session’ and that require signatures from all your participants.
 

TASK PROCESS
Part 2A – Indvidual written task
You will be required to plan a Community Nutrition Program that you design. Follow the steps below to ensure all aspects are covered.
Choose a community group in need of basic nutrition education
Consider a group of people that you have easy access to, either virtually or in-person.
It is best to establish who your chosen community group is before week 3.
Ensure that the group is considered to be disadvantaged and/or have some aspects that make them nutritionally vulnerable.
Some examples of community groups include; elderly people living alone, sporting groups, elderly people living in aged care facilities, young adults living away from their family, international students. Please share who your chosen community group is and why you have chosen them to allow teaching staff to discuss the suitability for this task with you, in the Topic 1 tile discussion forum on the LMS.
Plan a time to meet with your community group to conduct a short interview, to establish their felt need as part of your needs assessment. This should occur after you have completed Topic 3 content (week 3) and ideally before week 5. You will also need to plan a time to conduct a basic nutrition education session (preferably early in week 11) with your community group after you deliver a practice run of your nutrition education session (Part 2B) in week 9 or 10 with teaching staff via Zoom in small groups.
 
Conduct a needs assessment
Research and describe your target group’s demographic profile. What aspects make them disadvantaged and/or nutritionally vulnerable?
Consider the barriers and enablers that your community group are likely to encounter that impact a nutritious diet.
Interpret epidemiological and anthropological data that relates to the nutritional status of your target group (VPHS, ABS, AIHW statistics).
Make notes about what you know about your chosen community group, as well as what is assumed about your group, with consideration of their life circumstances.
Develop a needs assessment tool (interview questions) that will allow you to gather additional information from your community group and establish their nutrition education felt need. As described above, this should be planned to be conducted after the week 3 content and before the week 5 content.
The needs assessment tool that you develop will allow you to assess whether your research and assumptions made are valid about your particular chosen members from a community group. Be sure to include your needs assessment tool (interview questions and responses) in the Appendix of your written Part A report submission.
Before conducting the felt needs assessment with your paricipants, discuss the consent form for the felt needs assessment and if they agree, have them sign and date the form. Upload the completed consent form to the LMS in the appropriate submission inbox in the Assessment tile.
Planning an intervention
Using the information gathered from your needs assessment (research and interview with the community group), plan your intervention. This will require a clear goal, objective/s (that are SMART) and strategies.
Be sure to be clear which strategies relate to which objective (if you have more than one objective).
One of the strategies described must be a basic nutrition education session to your chosen community group.
It is very important that you plan for only basic nutrition information into your session (to align with your scope of practice as nutrition students). Please focus mostly on food rather than nutrients and provide practical tips to assist your group to make healthier food choices that align with what you have identified as being the priority focus.
Develop a nutrition education session (one strategy as part of your nutrition promotion program)
Your session must address the needs and practical application of the key message that relates to the needs of your chosen community group.
The design of your nutrition education session is to be based on both adult learning principles and communication theory.
It must meet the felt need of your chosen community group particpants.
Develop accompanying resources for use in nutrition education session
Consider what tools, activities and resources are required to complement your planned nutrition education session.
If resources already exist, these may be incorporated into your session.
At least one written resource must be developed by you for use during your nutrition education session.
Design and use of the resource must be based on adult learning theory and demonstrate use of communication theory.
Develop an evaluation plan
Consider how you will evaluate your nutrition education session and education resource to assess whether you have achieved the desired outcome of this strategy.
Develop any required tools, such as questionnaires or survey, to allow the evaluation of the nutrition education session strategy (presentation and accompanying resource). Any evaluation tools are to be included in the Appendix of your Part A report. Subjective and objective measures are appropriate both during (formative) and at the conclusion of the session.
Consider your participants and setting when determining an appropriate evaluation plan.
Written report format (1800 words);

PART 2C – Evaluation
Part 2Ci)
Individual written task: 400-word nutrition education session evaluation.
Provide a summary of the evaluation data that you collected when you conducted the nutrition education session to your chosen community group. Provide both qualitative and quantitative data. Describe whether this strategy was implemented as intended (if not, why not?). Describe how the nutrition education session could be improved if it was to be repeated.
The use of subheadings to provide a structure for your evaluation report is desirable.
You will also need to include a photograph electronically embedded into your report, as proof that you conducted the nutrition education session.
Please also ensure you have uploaded the signed consent form for the nutrition education session to the LMS in the appropriate submission inbox.
Part 2Cii)
3-minute video of reflection of the live nutrition education session to your chosen community group
Reflection is an important aspect of professional practice. Consider, what worked well and why, what didn’t work well and why, how could the session be improved and any other unexpected circumstances and how they were managed. Consider how you felt before delivering the session, during the session and after the session. Use the GIBBS model to structure your reflection. Upload your video to the LMS either as a YouTube video or via OneDrive available within your La Trobe University Office 365 apps and share your submission with Anna Vassallo and teaching staff (Benjamin Gill).

Marking criteria – Part a (50%)
Well below expected standard Below expected standard At expected standard Above expected standard Well above expected standard
Introduction
(6)

• Missing key elements. No reference to community group. Some mention of the content for several of the expected elements. Key content identified for each of the expected elements. Excellent coverage of all content elements including reference to community group.
• Needs assessment
• (9) Inappropriate demographic data used to profile community group. Felt needs assessment interview did not contribute to establishing overall need of community group Felt needs assessment interview did not inform or establish needs of community group. Community group described. Interview questions determined felt need and findings informed overall needs assessment Community group described using appropriate demographic data and good interview questions used to determine felt need. Community group adequately described using relevant recent demographic data. Excellent summation of felt needs assessment from an appropriate refined interview conducted with chosen community group
• Engagement with literature / evidence / data
• (5) Insufficient demonstration of understanding, analysis and integration of the literature and evidence. Shows some understanding of the literature and evidence with limited connections between sources of evidence and prioritisation of most prominent need. Shows and in-depth understanding of all sources of evidence, limited critical thinking and integration of evidence. Shows an in-depth understanding of all sources of evidence, demonstrates critical thinking, integration of results and prioritisation.
• Plan: Goals, objective/ies and strategies
• (5)
• Inappropriate goal, objectives and strategies listed that do not align with findings from the needs assessment Several missing elements. Goal was established but not appropriate for community group. Objectives and strategies not sufficiently aligned with needs assessment findings. Key content identified for each of the expected elements. Clear goal and objectives (SMART) established that flows from the needs assessment. Excellent and realistic goal, objective/s (SMART) and strategies that reflect most prominent need for community group based on needs assessment findings.
• Evaluation plan
• (5) Inappropriate evaluation tools developed to evaluate the nutrition promotion program and inappropriate suggestions of how to evaluate all aspects of the nutrition promotion program. Several missing elements associated with the evaluation plan for the nutrition education session and the nutrition promotion program or inappropriate for use in this setting Evaluation design captures outcomes of nutrition education session. Description of consideration of how all elements associated with the nutrition promotion program could be evaluated. Excellent evaluation strategy captures formative and summative evaluation data in both qualitative and quantitative forms. Description provided demonstrating excellent consideration of how all elements associated with the nutrition promotion program could be evaluated; goals, objectives and other strategies.
• Appendices
• Nutrition education session outline
• (5)
• Inaccurate content or irrelevant nutrition education session outline and/or resource Somewhat appropriate nutrition education session. Lacked detail or clarity. Key content provided, clear links to goals and objective. Sufficient detail to demonstrate session organisation and progression. Excellent, concise, clear and well considered outline. Clear link to all elements of required session design including evaluation.
• Education resource
• (8) Omitted, unfinished or of poor quality. Small errors, unclear alignment to session or too general in presentation or content to identify clear links to community group. Appropriate resource with clear link to session content, accurate content (no errors or inaccuracies). Excellent resource, clearly tailored to audience with exceptional demonstration of communication theory.
• Interview questions and responses
• Any evaluation tool/s
• (2)
• Not attempted or missing elements. All required content provided to an excellent standard
• Format and expression
• (3) Poorly constructed format, unclear and unengaging, frequent errors in written [removed]0) Appropriate and clear formatting and written expression, some minor errors (1.5) Exceptional format and written expression of professional quality (3)
• Referencing
• (2) Few credible references cited or errors in use of APA6 referencing style (0) A wide range of authority sources used to inform report. Accurate use of APA6 referencing style used throughout (2)
• Marking criteria – Part B (15%)
• Well below expected standard Below expected standard At expected standard Above expected standard Well above expected standard
• Content, relevance and accuracy
• (6) Key content omitted and/or inaccuracies in details and/or poor clarity to assess details. Small omission in key content detail negatively affecting participant ability to learn/follow information provided. Key content delivered, nil inaccuracies in content, met learning needs of audience. All key content clearly delivered effectively, some inefficiencies or non-essential content. Met learning needs of audience. All key content clearly and concisely identified, communicated efficiently and effectively. Clearly met identified learning outcomes for session.
• Content delivery and engagement with audience
• (6) Delivery method inappropriate for audience and/or nil attempt at engagement with audience. No evidence of learning or education theory. Chosen delivery method appropriate for audience, style and structure demonstrate basic understanding of education and learning theory. Significant errors or difficulties in delivery negatively affecting audience understanding or engagement. Chosen delivery method appropriate for audience, style and structure demonstrate basic understanding of education and learning theory. Small errors or stumbles in delivery and/or lacked individual engagement with audience. Chosen delivery method appropriate for audience, style and structure demonstrate basic understanding of education and learning theory. Nil errors in delivery. Excellent and appropriate engagement with participants demonstrating clear underpinning of learning and educational theory. Professional quality implementation of session.
• Content literacy level
• (3) Content and/or style inappropriate for audience. Content and style appropriate for a wide variety of audiences, not clearly tailored for specific audience. Content and presentation style clearly tailored to meet audience needs
• Marking criteria – Part C (15%)
• Written submission
• 10% Well below expected standard Below expected standard At expected standard Above expected standard Well above expected standard
• Evaluation introduction and summary of results
• (2) Data omitted or poorly presented and/or introduction lacked clarity and purpose. Clear overview of evaluation including presentation of results. In concise at times or lacking, clear purpose of inclusion. Excellent introduction to evaluation, clear and concise presentation of meaningful and relevant results.
• Interpretation and critique of data collected
• (3) Insufficient discussion to demonstrate understanding of the impact of variations to strategy implementation on participant learning and evaluation results. Brief critique of results, demonstrated understanding of impact of strategy and implementation variation has on results obtained. Clear demonstration of significance and application in presented results. In depth, concise demonstration of the significance of implementation and design of evaluation of learning outcomes and results.
• Recommendations
• (3) Inappropriate, impractical or unlikely to have a positive impact on nutrition education session. Appropriate recommendations that would improve the education session and/or evaluation results. Well considered, appropriate and practical recommendations that would improve the; learning experience of participants; presenter and/or quality of evaluation data.
• Written expression
• (2) Multiple errors negatively affecting the flow or clarity of submission. Minor errors with minimal impact on flow or content of submission. Excellent written expression without errors – publishable
• 3minute Vlog
• (5%) Well below expected standard Below expected standard At expected standard Above expected standard Well above expected standard
• Demonstrated ability to reflect on own behaviour, skill and emotions Poorly articulated reflection or insufficient contribution to determine. Appropriate articulation of personal reflection Insightful reflections based on expereince and personal/professional learning goals.
• Demonstrated ability to action plan for personal growth and self-direct learning in response to reflection. Poorly constructed plan with minimal insight into own strength and areas of challenge or insufficiently contributed to determine. Appropriate articulation of personal plan to address challenges and will likely assist in personal/ professional growth. Insightful, considered and appropriate action plan likely to result in personal and/or professional growth and/or learning.
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