DTN303 - Nutrition Education for Adults Strategic Planning Assignment

Assignment Task 

Assessment Purpose

Nutritionists often work in health promotion and public health contexts, in roles such as health promotion officers, project coordinators, public health nutritionists, community nutritionists and nutrition educators. These roles can be found across local councils, non-government health agencies, community organisations and social support agencies.

Part of the role of Nutritionists is to equip community members with the information and tools that they need to eat well, engaging with community members in what ‘eating well’ means to them, what they need and what is important to them.

This task will ask you to thoughtfully design a nutrition education program for a priority community group and use the Program Management Cycle to inform the needs assessment and planning, implementation and evaluation of the nutrition education program. The nutrition education program will be designed utilising adult learning principles and learning design principles.

As you will learn, the Program Management Cycle is a great tool to facilitate thorough planning, implementation and evaluation of many different kinds of Health Promotion and Public Health Nutrition projects. In this context we are using it specifically in the context of Nutrition Education, however this tool you may find useful in the future in broader health promotion and public health nutrition work.

Subject Intended Learning Outcomes (SILOs)

This assessment task addresses all three of the SILOs for this unit. Upon successful completion of this subject, you should be able to:

1. Apply learning and educational theories to design individual and group nutrition education sessions, including development of appropriate supporting
2. Apply effective individual and group multimodal communication skills for a range of
3. Review and analyse the food, health and nutritional status of groups across Australia and the world.

Assessment Context

You are a Nutritionist working in a local non-government health promotion agency. Your agency is wanting to engage directly with local community groups who have been identified as priority communities due to their social and health needs. In recent months, the agency has worked to engage with local community leaders and started a Felt Needs Assessment with some specific community groups. The community groups below have specifically identified some food and nutrition concerns that they would like a nutritionist to work with them about.

The three community groups who would like to work with a nutritionist are:

1. Building Communities is a strongly community-focused organisation that works with refugees who have arrived in Australia from overseas over the past five years to assist them in settling into life in Australia. One of the group-based services that the organisation runs is English classes for refugee adults living in public housing in the inner western suburbs of The English classes run once a week, with around 12-15 community members

coming along. They’ve formed friendships together while learning English and learning about Australian life in Melbourne. One of the areas that the community members have really enjoyed, is learning about health and wellbeing in Australia, sharing their own health stories and supporting each other. Hoang Nguyen, the founder of Building Communities and who runs the English classes, can see great value in bringing together English language with health information to support the community members. Hoang and two of the long-standing community members were consulted as part of the felt needs assessment earlier this year.

They reported that refugee families often find it hard to navigate food choices in a new

country, both wanting to embrace the ‘western’ foods as well as keep eating the foods that they love and are familiar to them in their culture. Additionally, being able to have enough food to feed a family and managing learning new cooking skills for western kitchens and western foods can be stressful at times. Hoang is your main contact and suggests that 4 education sessions over 4 weeks would be a good model to plan to upskill the participants in food and nutrition.

2. A dynamic group of Aboriginal women having meeting together once a week for an evening circuit training session for the last 5 years in the northern suburbs of Melbourne. On any given week there are about 10-15 women, but there are about 50 women who come 1-3 times a month, so the group varies from week to week. The felt needs assessment was conducted informally in a group conversation with 5 women who are the core organisers of the group in February of this During the consultation, it was shared that these women.

have all known each other for years, as they are part of the local Aboriginal community, many are family, grew up together or their kids go to the same school. They love this weekly session because it helps them to feel strong, physically, culturally and emotionally. One of the women said, “we laugh, we talk, we sweat, and we feel strong!” While the age range of the women 20-56, many of the women are juggling work commitments, community

obligations, children’s responsibilities, caring for Elder parents and Aunties/Uncles and managing household demands including finances. They want to know more about food and eating that will help them and their families feel strong. It was requested that someone could come and work with them over 4 weeks, before their workout session. Your main contact is one of the core leaders, Kim Cooper.

3. The local trucking company employs ~20 workers as short and long-haul truck-drivers based in Wollongong in New South Wales. The company is wanting to support their truck drivers healthy eating habits while on the road. The truck drivers are aged between 25 and 60 years old, the majority (~70%) are men. The felt needs assessment was conducted informally with the company operations manager and three of the most experienced truck drivers in February of this year. The conversation identified that while some trucks had in built mini- fridges, most of the truck drivers used these for cooling beverages, and relied on truck stops and petrol stations for their meals and snacks. It was reported that the truck drivers’ interest in food and nutrition for health is variable, and fatigue while driving is the most common It was suggested that someone could come and work the truck drivers once a month over 4 months, and the company is happy to pay the truck drivers time to attend the sessions. The company is situated within the local industrial district and your main contact is the operations manager, Bernie Rodriguez.

Assessment Task

The steps to complete this assessment task are outlined below (the components of the Program Management Cycle is in bold font):

1. Choose one of the three Community Groups that you will focus your work on
2. Prepare a Program Portfolio, including: 

Complete a needs assessment (normative and felt need) to identify the nutrition needs and priorities of the group, using information from peer reviewed literature, grey literature and the felt needs you can identify in the descriptions above.

• Plan your nutrition education program:
  1. Write your goal and 2-4 SMART objectives for this program
  2. Determine your strategy/ies
• Design detailed session plans for each of the 4 sessions, including
  • 1 or more Intended Learning Outcome (ILO)
  • Outline of topics, discussions, activities and time allowed for each
  • Ensure you apply principles of adult learning and learning design throughout your program
  • Ensure you consider and plan for ‘how’ and ‘why’ your group may enjoy learning, not just ‘what’ you think they need to learn Identify 2 existing written or video nutrition education/information resources that suit your objectives and clearly incorporate into relevant sessions. Include these resources in the appendix with a brief 1-2 sentence rationale for their use.

Create a written educational resource tailored specifically for your audience and their needs, and clearly incorporate into a relevant session. Include this resource in your appendix with a brief 1-2 sentence rationale for your intended

• Ensure your written resource utilises adult learning and effective communication principles 

1. Plan and describe the evaluation plan of the program, including planning how to evaluate your strategies and your objectives. Reconsider your session plans and include practical evaluation plans in the session plan, as well as practical follow up It is not expected for you to evaluate the goal as this not usually practically feasible. It is not expected for you to write questionnaires or surveys. The thoroughness of the evaluation plan is in being able to describe ‘how’ the program will be evaluated thoroughly.
2. Prepare to Implement your nutrition program (note important instructions below)
3. Write a self-reflection about your experience, insights, challenges and joys of completing this Especially consider what you have learnt about teaching or sharing information and translating nutrition science for community members. Use the reflective practice template provided, which utilises the Gibbs Cycle of reflective practice.

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