Get Guided NUTR 649-Nutrition Education
Course Description
Application of current theories and techniques of education to the field of nutrition and dietetics. Practical application of communication techniques, motivational interviewing, learning theories and behavior change techniques, and factors affecting eating patterns. Nutrition psychology and the psychoanalytic approach to nutrition counseling will be emphasized in the class.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
This course aims to introduce students to the traditional models, theories of learning, and skills necessary to design and implement nutrition education programs as well as emerging education models for promoting healthy eating and an active lifestyle. It introduces students to nutrition education basics, definitions, history, aims, and challenges.
The students will learn about nutrition education’s definition, rationale, impact, the role of health educators and nutrition services, and nutritional population problems. Students will learn the why, who, what, when, and where of nutrition education by linking research, theory, and practice.
Students will learn about the impact of marketing and communication on the food and lifestyle choices that are made by consumers. Students will have the opportunity to consider more about how they learn, the dynamics of teaching, and how they can enhance their communication skills to provide accurate and current research information to the consumer.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Describe nutrition education and health education processes
- Identify the behavioral theories, and how it’s important to build a theoretical educational program
- Explain how a health educator can help a client/population with nutritional problems related to certain health conditions
- Develop communication skills; identify personal habits and choices that promote well-being.
- Design an effective patient/population education session on at least one nutritional problem
- Discuss educational and health behavior theories and apply them to successfully provide information about food, healthy eating, and a healthy lifestyle to a target audience.
- Interpret research on nutrition information and translate it into language that can be understood by the public.
Course Assignment
Textbook Readings and Lecture Presentations
Course Requirements Checklist
After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module 1: Week 1.
Discussions (2)
Threads
Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each forum. Each thread must be a minimum of 400–500 words. (MLOs: B, C, D, E, G)
Replies
In addition to the thread, the student is required to reply to 2 other cclassmatesthreads. Each reply must be a minimum of 200–300 words. The instructor is looking for substantial, thoughtful, and critical discussions. (MLOs: A, F)
Nutrition Education Activity (NEA) Project
This project is comprised of five (5) parts that will be conducted throughout the term. The activity aims to not only learn about the importance of foundational theories and models in the field but also to apply them to a population and nutritional challenge in that population.
Part 1: Population and Nutritional Challenge Assignment
The student will choose a population that he or she would like to work with. This could be a community, region, race/ethnicity, age group, or health-related condition. Then the student will choose a nutritional challenge for that population and discuss the need for further education. (Assignment Supports MLO: A, C)
Part 2: Nutrition Education Program Assignment
The student will design a Nutrition Education Program for the population and nutritional problem that was discussed in Part 1. The student must include an introduction, a discussion of digestion and nutrients, biblical principle, and application tips. (Assignment Supports MLO: D, E, G)
Part 3: Theory/Model Application Assignment
The student will choose a theory or model and apply this to the program that he or she has designed. The student must be able to indicate how constructs will be used in the education program. (Assignment Supports MLO: B, F)
Part 4: Nutrition Education & Materials Assignment
The student will design a piece of educational material for the designed education program. This material may be a webpage, presentation, or educational flyer that would convey the application and take-home message of the program. (Assignment Supports MLO: D, F, G)
Part 5: Reflection Assignment
The student will reflect on his or her process of building the program. This is a personal subjective reflection that requires the integration of biblical principles. (Assignment Supports MLO:D)
Nutrition Education Program Evaluation Assignment
The student will critically evaluate a preexisting program design, theory or model application, and materials. He or she will determine the strengths and challenges of the current program and suggest two (2) changes that he or she feels could be made. (MLOs: A, F)
Fast Food Marketing Evaluation Assignment
The student will research and choose a fast food chain to evaluate. The student will then evaluate the marketing scheme of the chain, identify a possible model/theory that may be used, identify possible populations that the marketing may be aimed at, and make suggestions for change to promote positive health behaviors. (MLOs: A, D, F, G)
Quizzes (4)
Each quiz will cover the Reading & Study material for the modules: weeks in which it is assigned. Each quiz will be open-book/open-notes, contain 50 multiple-choice and true/false questions, and have a time limit of 1 hour and 30 minutes. (MLOs: A, B)
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