Running head: NUTRITION & PERFORMANCE IN TEENAGERS

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EFFECTIVE DISSEMINATION & EVALUATION PLAN

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Nutrition & Performance in Teenagers

Cheryl Rand

Kaplan University

In the first part of your course project, you will select a health issue to promote as well as a specific target population. In addition, you should elaborate on the 4Ps of social marketing to design your campaign and discuss the promotional strategies to be incorporated in the campaign.

Follow the icon link below to download a useful campaign design-planning template created by the World Health Communication Associates. Use this document as a guide to help you design a health promotion campaign.

The following information should be included in your Project: Part I submission:

· Health issue

· Target Population (i.e. demographic data, vital statistics, etc.)

· 4Ps of Social Marketing applied to your campaign

· Promotional Strategies for the campaign (i.e. printed and media)

Nutrition and Performance in Teenagers

Type 1 diabetes means the human body cannot produce the integral chemical messenger, insulin, and sugar cannot be metabolized by the body. Five percent of all diagnosed diabetics are diagnosed with type 1 diabetes usually at a young age (ADA,2013)What the pancreas does naturally for a healthy body, breaking down sugars and starches into usually energy, does not happen and must be maintained by the patient and their caregivers. Sounds simple enough but it is a very complex process where forgetfulness has no place, add young children as those who may forget to maintain an entire chemical process and the end result could be a nightmare. Dissemination planning for type 1 diabetic education is needed to provide much needed support and up to date information regarding scientific progress of the disease. How will important update With the Center for Disease Control estimating that 11.3 percent of the population over the age of twenty in America has diabetes, whether they know it or not (www.cdc.gov-2011)it is completely necessary to educate type 1 diabetic candidates about the available genetic testing.. With over 24.8 out of 100,000 people under ten years old and 22.6 out of 100,000 less than nineteen years old. Diabetes type 1 is typically caused by outside risk like bacteria that possibly attack the immune system causing an autoimmune disorder or genetics. Whatever the cause of type I diabetes; the patient will require daily insulin injections. It is integral for optimum health benefits that patients and their families are educated early on as to gain the most benefit from intervention.

Starting with a small audience, I chose to identify and target an audience that has been predicted by the CDC to be the most growing population to be diagnosed with type 1 diabetes. The average Bridesburg family makes 45,000 dollars annually with only thirty percent of the residents completing high school, well below the average in the city of Philadelphia. Less than five percent of Bridesburg residents begin college and only ten percent of those who begin college complete their Associates or Bachelor’s degree. The crime rate in zip code 19137 is one of the lowest in the city (www.citydata-2014) so socioeconomics should not be of great concern in education. Bridesburg is a predominantly non-Hispanic white community, allowing the audience that fits the description of the highest percent of diabetes type I cases under age 19. A smaller community inside a densely populated city, the neighborhood called Bridesburg consists mainly of middle, working class residents of non-Hispanic white persuasion. Bridesburg is a tight knit collaboration of people rich with tradition and values. An as per the latest CDC findings (cdc.gov-2011), the population of this neighborhood falls in the quickest growing percentage of Type I Diabetic patients under the age of 19 years old. Bridesburg residents are private people and somewhat guarded when it comes to new information, the health educator will need to gain trust and become relative to be successful. Although the community does not have a high percentage of college graduates, they are not illiterate and will be able to comprehend a presentation on healthy lifestyles, genetic testing and exercise.

Creating a healthy life style and getting tested, genetically and having glucose testing performed will be the main objective. I would like to create a healthy lifestyle portfolio will again get the audience up and involved, creating exercise plans that fit their schedules and meal plans that fit their budgets. .A comprehensive directory of websites and contact information for support systems like family doctor’s and local Endocrinologists will be included to provide on hand information for patients. A round robin exchange of phone numbers will be encouraged to create a support system that will be comfortable because of the community relationships that had already existed. A group discussion covering a day in the life of a healthy person and vice versa, to enforce information that is presented during the power point will be held. In conclusion of the meeting, expectations of how life may change with implantation of dietary and exercise changes will take place. A healthy diabetic recipe book will also be part of the presentation, this setting up a follow up meeting that will serve as a buffet of the participants favorite recipes from the book. A summary evaluation will be used to measure learning outcomes. Like the summary of a book or article, there may be more than one main idea, in a summative evaluation both impact and outcome evaluation may be used to measure the effectiveness of a program (Fertman & Allensworth-2010). Type 1 diabetes education will include two main ideas, prevention including genetic testing and living with the disease. Once the education is completed, a summary evaluation is used to ensure objectives have been met. This evaluation takes places after the program has been completed to evaluate whether or not the goals or objectives where met.  

The use of social marketing to advertise that type 1 diabetes education will be held, where it will be held and when it will be held will be relayed. Placing the education or the product in an area frequented by the residents at risk will allow for a sense of comfort for attendees and will create a hub for future support workshops. Brochures and flyers geared to draw the attention of an older, more traditional crowd will be generated and strategically placed. Placement is key to reach a mature crowd, placement would be best in local pharmacies and message boards at retail shops and markets. There should also be advertisement on social media to bring technology savvy youngsters into the group. Use of twitter and Facebook will prove invaluable to disseminate information regarding planned education processes. If word about the education is not engaging there will not be an audience to educate. It is integral for optimum health benefits that patients and their families are educated early on as to gain the most benefit from intervention so all ages should be targeted.

Type 1 diabetes education is the product and dissemination of said education is necessary to all age ranges, therefore several different types of dissemination planning will be necessary. Diversity is needed to reach the diverse masses that need this education.

Evaluation Plan

The education for a type I diabetic patient should be geared towards maintaining a healthy lifestyle but also living with insulin injections and genetic testing for predisposition to diabetes. To implement an all-inclusive type 1 diabetic education. The type I diabetic patient seems to need more socioeconomic intervention with percentages of the disease more prevalent in areas with poor nutritional habits and less income (NCHEC, 2010). The second step in a process evaluation plan would be to identify the audience which would be all ages as education for children of type I diabetic patients would benefit from early intervention regarding the importance of diet and exercise. Education for the type I diabetic should possibly start with pregnant females at risk for type I, the importance of avoiding gestational diabetes. Research and collection of information allows the best use of process evaluation (ADA, 2013). To instill early on to a child how important diet and exercise will be to maintain. The second step in a process evaluation plan would be to is to effectively communicate to the working class population of this small community in Research concerning the genetic involvement of type 1 diabetes and contracting the disease makes advances every day. Once the relationship between genealogy and external risk factors is more concrete, plans to wipe out the disease may be possible (CDC, 2011). It is the primary responsibility of the health educator to set the hook of diabetes prevention and maintenance. By setting the hook, health educators must grab the attention of the audience and set clear sights on how helpful living a healthy lifestyle will be. Without clear case information on the benefits of utilizing a healthy lifestyle the audience may not only not nibble on the bait but they may swim right by it. By utilizing an education effectiveness survey, like below, will allow the health educator to ensure the most effective relay of information has occurred (Fertman & Allensworth, 2010).

		Type 1 Diabetes Education Survey
	Please help us help you with your understanding of Type 1 diabetes and how type1 diabetes can affect your life.
	Please circle the number that best corresponds with how you felt the information was presented.
				Not at all	A little Helpful	Some help	Very Helpful
				0	1	2	3
1. How well was the information presented?	0	1	2	3
2. Was the information new information to you?	0	1	2	3
3. How helpful was the interactive video?	0	1	2	3
4. How helpful is was the recipe session?	0	1	2	3
5. How helpful was learning how to cook your
Own healthy meal?			0	1	2	3
In general what was the most informative and useful part of the presentation to you?________________________
Have you been diagnosed with any type of diabetes?	yes	no
Has anyone in your family ever been diagnosed with type 1 diabetes?	yes	no
If so who?

(NCHEC,2010).

References

American Diabetes Association (2013) Living With Type 1 Diabetes. Retrieved from

http://www.diabetes.org/living-with-diabetes/recently-diagnosed/living-with-type-1-diabetes

Center for Disease Control and Prevention. (2011). National Diabetes Fact Sheet. Retrieved From cdc.gov/diabetes/pubs/pdf/ndfs_2011.pdf

Fertman, C. & Allensworth, D. eds. (2010).  Health Promotion Programs From Theory To Practice.San Francisco,Ca.:Jossey-Bass

NCHEC, (2010). The Health Education Specialist:  A Companion Guide for Professional Excellence, (6th ed.)  Whitehall, PA: National Commission for

Health Education Credentialing, Inc.

United States Census Bureau (2014) Pennsylvania Quick Tools; retrieved from Comment by Cheryl Rand:

http://www.census.gov/states.pa

 

Step 1 Worksheets Analyze issues and needs to state program behavioral goals

Before you design any nutrition education intervention, whether it is a few sessions or a larger program with several components, it is important to determine your intervention focus and identify your intended primary audience. When those have been determined, you will need detailed information on the behaviors and practices that contribute to the issue or problem you have selected as your intervention focus. Step 1 worksheets will help you conduct assessments to obtain the information you will need.

Think of yourself as a detective as you work through these worksheets. You are trying to find out as much as you can to determine which core behaviors or behavioral goals will be the targets for your educational sessions.

The information you collect may be quite extensive, depending on the scope and duration of your intervention, and will vary by category. Cite information sources (e.g., journal article, government report, observation, interview) used in the worksheet in a bibliography at the end of this step.

At the end of the Step 1 worksheets, you should have products for Steps 1A, 1B, and 1C as follows:

Step 1A: Health issues or needs (one or two) and primary intended audience for the nutrition education intervention. Examples are “overweight in teenagers” or “low rates of breastfeeding in a low-income audience.”

Step 1B: High-priority behaviors contributing to the selected issues. A set of one to a few nutrition-related behaviors or community practices that contribute to the health issue(s) that you identified.

Step 1C: Statement of the program’s behavioral or action goals. The behavioral or action goals describe the purpose or behavioral outcomes for the program in terms of behaviors or community practices.

Use these worksheets as guides to help you identify program behavioral goals. Cite information sources in the text and add references to the bibliography at the end of the step. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 1A: Issues and intended audience

Describe the demographics of your audience (e.g., age, subgroup, ethnicity) and the location of the site.

Nutritional Health Issue: Projected highest percentage of newly diagnosed patients with type 1 diabetic patients is non-Hispanic whites 2 *22.6 out of 100,000 under age nineteen 2 Audience: Age: High school teenagers, fifteen years to eighteen years Location: Zipcode 19137, Philadelphia PA Ethnicity: Caucasian

Step 1 Worksheets Analyze issues and needs to state program behavioral goals

Analyze the priority health issues for your audience.

Research. What does scientific research suggest as the major health issues for this audience?		Policy. What do governmental guidelines recommend as priority health issues?
· Obesity · Attention Deficit Disorder · Chlamydia · Gonorrhea · HIV · Asthma · Diabetes, Type I and Type II 1	+	· Obesity · Mental Health · STD/STI · HIV · Chronic Illness · Unplanned Pregnancy 1
+		+
Audience. What are specific health issues and needs related to the intended audience (from objective and subjective data)?		Organization. What does the organization and/or funding source state as key health priorities to address?
Objective Data: Projected rise of Type 1 Diabetic patients in target audience. 1	+	CDC- has requested the government budget Nutrition Education monies to combat the rise in diabetic patients and obesity 1

Step 1 Worksheets Analyze issues and needs to state program behavioral goals

Determine one or two priority health issues for the program to address. From the issues you identified, prioritize based on greatest need, whether education can help, the importance to the audience, and importance to the organization.

Chronic disease, increase in newly diagnosed type 1 diabetic patients for non Hispanic white under the age of nineteen years old. Control outside risk factors, sedentary lifestyle and diet. 1

Step 1B: Contributing behaviors or practices

Identify the behaviors or practices that contribute to the priority health issues.

Nutrition research literature		Monitoring data or consumer surveys		Information from intended audience
Specific Behaviors: Insecure household, research suggest most households do not have the financial stability to purchase nutritional foods 1 Teenagers trend to take in more sugary drinks, allowing more opportunity for type 1 diabetes to prevail 1 Teenagers spend more time playing video games, on computers/ cell devices than being physically active, a contributory factor for diabetes 2 Lack of knowledge for food preparation Lack of knowledge for nutritional intake necessity	+		+	Interviews with small group of local high school students (Franklin Town Charter High School, 19137, student body 1200) Suggests present parents work and do not have time to cook breakfast, dinner. High school has an inexpensive, nutritionally balanced menu for healthy lunches and breakfast. Community wise most students are encouraged, with strong incentives, to participate in after school clubs, sports and physical fitness activities (dance-a-thons)

Step 1 Worksheets Analyze issues and needs to state program behavioral goals

List the top behaviors or practices that contribute to the priority health issues. Then rate each issue on importance, modifiability, feasibility, and desirability.

Behavior/practice	Importance for health issue	Modifiable*	Feasible	Desirable to audience
1. Bringing in too many sugary drinks	5	5	5	4
2. Lowering amount of fast food, replace with more nutritional food	5	4	4	2
3. Be physically active every day, seven days a week	5	5	5	5
4. Be vigilant of doctor visits, preventative screening	5	5	3	5
5. Increase consumption of unprocessed foods ( fruits, vegetables, & meats)	5	4	4	3

*Consider complexity, relative advantage, compatibility, and observability of behavior.

Step 1C: Behavioral goals

Choose one or a few behavioral goals from the list above to be the focus of your program. State the selected behavioral goals and provide justification for the selection of your focus behaviors or community practices.

1. Increase consumption of unprocessed foods. 2. Decrease consumption of sugary drinks and replace with water for hydration. 3. Promote prevention with check- ups and diabetic testing. 4. Maintain physical activity with added choices of activities. Statistically this particular audience does not fall in high ranking numbers as far as dietary intake and the ability to modify. The numbers as provided by the CDC, predict the largest increase in type 1 diabetic patients are non-Hispanic white youths, under the age of nineteen years old. 1

Step 1 Worksheets Analyze issues and needs to state program behavioral goals

References

1. Center for Disease Control and Prevention. (2011). National Diabetes Fact Sheet. Retrieved from http://www.cdc.gov/diabetes/pubs/pdf/ndfs_2011.pdf

2. U.S. Census Bureau’s American Community Survey, one-year estimates, 2011, available at http://fact-finder2.census.gov

Step 2 Worksheets Identify personal and environmental mediators of change

In Step 2, you will find out as much as possible about why audience members make the food and activity choices they do as well as what might motivate, facilitate, and support them to take on the goal behaviors. Theory provides you with the framework to ask the questions and organize the answers.

At the end of the Step 2 worksheets, you should have the following products for Steps 2A, 2B, 2C, 2D, and 2E:

Step 2A: Description of the sociocultural environment in which your audience lives.

Step 2B: List of current behaviors, practices, policies, and environmental factors that are assets for the audience’s achievement of the program goal behaviors.

Step 2C: List of thoughts, feelings, and skills that are rooted in theory that potentially mediate the audience’s motivation for and ability to achieve the program’s goal behaviors or community practices.

Step 2D: List of potential actions for the program to take to provide environment and policy supports for the audience’s achievement of the program goal behaviors.

Step 2E: Description of audience characteristics and list of resource considerations that will help you plan the practical aspects of your program.

Use these worksheets as guides to help you identify the personal mediators and environmental determinants of change. Cite information sources in the text and add references to the bibliography at the end of the step. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e/. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 2A: Audience’s sociocultural environment

Describe the social and cultural environment of the audience with respect to your goal behaviors. Consider the following questions: What is their life stage (e.g., teen, senior, mother), and how does this stage influence their eating and activity patterns? What is their living situation, and how does this influence their eating and activity patterns? What are the cultural beliefs that influence their eating and activity patterns? How does their lifestyle (e.g., work, family, recreation, social obligations) influence their ability to make healthy food and activity choices? How do their religious beliefs influence their eating and activity patterns?

Target audience is non-Hispanic white, teenagers under the age of 19 years old. High school age students have moved from the hovering parent with much individual freedom but lack the financial ability to make a difference if they wanted to. This particular group is one that falls of the radar as a high risk group, as they are not considered the highest percentage of obese population but is identified as the highest growing new cases of type 1 diabetes. The demographics for Franklin Town High School students are not as diverse as most in today’s day and age. Franklin Town administration encourages meals with social interaction on a school wide scale after school meals that involve parents and the student body in the planning of those healthy meals.

Step 2 Worksheets Identify personal and environmental mediators of change

Step 2B: Individual and community assets

Identify existing behaviors, practices, environmental factors, and policies that support your goal behaviors.

Individual behaviors and community practices that support your program’s behavioral goals		Environmental factors and policies that support your program’s behavioral goals
As per the CDC, 18.4% of high school students are physically active for sixty minutes a day, seven days a week. 1 As per the CDC, 37.0% of high school students are physically active for sixty minutes a day, five days a week. 1 As per the CDC, 23% of high school students are not physically active at all during the day. 1 As per the CDC 54% of the target audience played at least one organized sport. 1	+	Encourage physical activity as part of overall health, with goals of preventing new cases of type 1 diabetes. 1 Bridesburg is a tightly knit community that will support their children in efforts of promoting the prevention of type 1 diabetes. As per the CDC, target audience shows that a low 12% do not follow instructions. 1

Step 2C: Potential personal mediators

Find out about your audience’s thoughts and feelings related to the motivational mediators listed below from psychosocial theories.

Potential motivating mediators from theory	Audience’s thoughts and feelings in relation to each mediator, specific to achieving your goal behaviors
Perceived risk or sense of concern	Need increased awareness of projected statistics for newly diagnosed cases of type 1 diabetes.
Perceived benefits (i.e., positive outcome expectations)	Would like to decrease the chances of developing type 1 diabetes.
Perceived barriers (i.e., negative outcome expectations)	Interested in the genome test for type 1 diabetes and data regarding healthy choices to decrease chances of developing type 1 diabetes.
Affective attitudes (i.e., feelings about the behavior)	Positive about the information given.
Perceived behavioral control/self-efficacy	Unclear as to whether or not this is a controllable situation, as genetics play a part.
Social norms (i.e., what others think participants should do)	Want people to know how easy statistics are to find for everyone, not just medical personnel and to know their classmates accept healthy change.
Descriptive norms (i.e., beliefs of others about the behavior)	Genuinely not concerned about peer pressure, just doing what is best for their health.
Other

Step 2 Worksheets Identify personal and environmental mediators of change

Find out about your audience’s knowledge, skills, and other factors from theory listed below.

Facilitating mediators from theory	Audience’s knowledge and skills in relation to each mediator, specific to achieving your goal behaviors
Food and nutrition knowledge	Better understanding of serving sizes and sugary drink consumption.
Food and nutrition skills related to the targeted behavior	Teenagers are hopeful that a produce stand may be opened in walking distance so they can make their own purchases or fresh fruits and vegetables.
Critical thinking skills	Introduce new fruits and vegetables that are the most beneficial for maintaining health to prevent type 1diabetes.
Self-efficacy	Students commit to ownership of sugary drink consumption, adherence to a healthy metabolic diet and physical fitness routine.
Goal setting (making action plans)	Set measurable goals that include maintaining a healthy caloric intake and maintaining a daily exercise routine.
Self-assessment/self-monitoring skills	Teach students self assessment tools to monitor glucose levels in relation to food consumption, maintain healthy body mass index.
Reinforcements	Community incentives, including recognition at school and at home.
Others

Step 2D: Environmental/policy supports

Find out how you could change the environmental and policy supports listed below to facilitate your intended audience in performing your goal behaviors.

Environmental and policy supports	How each environmental and policy support could be changed, specific to achieving your goal behaviors
Decision makers’ awareness and motivation	Parents should be kept abreast of projected increases in type 1 diabetes statistics, to give reason to motivate young and old to follow healthy nutrition intake and physical fitness routine.
Social environment (e.g., family, networks, support)	Maintain an upbeat attitude that empowers teenagers with knowledge about the dangers of fast food, sweetened drinks and sedentary lifestyle.
Food environment (e.g., availability, accessibility)	Bring a produce market into walking distance of neighborhood.
Built environment (e.g., walkable streets, parks)	Revitalize vacant lots in the neighborhood for fun fitness parks and recreation.
Organizational food policy	Have monthly youth organized food meetings, encompassing social media into metabolic nutrition changes.
Information environment (e.g., media watched/read, setting)	Post inspirational sayings on twitter. Have the community to follow stories of teenagers on twitter to share success stories.
Policy activities at the community and national levels

Step 2 Worksheets Identify personal and environmental mediators of change

Step 2E: Audience and resources

Add details about your audience that are important for delivering your program.

Audience trait	Description
Educational level or schooling	Target audience attend 9th through 12th grade. Thirty seven percent of 19137 residents are high school graduates, with five percent going on to college, less than ten percent of those five percent who attend college, complete college. 2
Physical and cognitive developmental level and ability (children only)	High school students are able to make decisions regarding health and food consumption. Cognitive learning. 2
Literacy and numeracy skills	19137 high school residents are a fifty national percent proficient math level and a forty five percent reading level. 2
Preferred learning style	Franklin Town Charter High School is a blue ribbon school that offers a tactile, hands on approach to learner. 2
Special needs	N/A
Emotional needs	N/A
Social needs	N/A

Describe the resources available for your program.

Program resources	Available resources
Time	Health education program will be three parts: 1. Saturday six hour session 2. One month later a two hour session 3. Two months later, after a physical examination, two hour session with survey
Space	Bridesburg Recreation Center
Equipment	Projector, screen, chairs, tables, computers, copy machine
General administrative support

Step 2 Worksheets Identify personal and environmental mediators of change

References

1. Center for Disease Control and Prevention. (2011). National Diabetes Fact Sheet. Retrieved from http://www.cdc.gov/diabetes/pubs/pdf/ndfs_2011.pdf

2. U.S. Census Bureau’s American Community Survey, one-year estimates, 2011, available at http://fact-finder2.census.gov

Step 3 Worksheets Selecting theory and philosophy

In Step 3, you lay out the theoretical and philosophical basis for your nutrition education program. Additionally, you identify the components that will make up your program.

At the end of the Step 3 worksheets, you should have the following products:

Step 3A: Program theoretical model

Step 3B: Statement of personal philosophy of nutrition education

Step 3C: Statement of personal perspective on nutrition content and issues

Step 3D: List of program components

Use the provided worksheets as a guide to help you select your theory model and describe your program’s philosophy. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e/. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 3A: Theoretical model for program

State the theoretical model you will be using for your program. Then draw a diagram of the model you selected, including the mediators you will address and how they relate to one another and your target behavior. Use the data you included in Steps 2C and 2D to guide your theory model selection.

Step 3B: Philosophy of nutrition education

Describe your philosophy of nutrition education.

Our target audience, non Hispanic white High School teens will be encouraged to give up their diet based on the projection of increased risk of becoming a type 1 diabetic. Teen participants will accept and become accountable for the relativity between their own actions and their health. With a positive attitude and coachibility, participants are expected to learn and grow into healthier and therefore more productive members of the community and the world. After presentation of type 1 diabetes prevention through nutrition, Bridesburg Recreation Center will host two more visits. Visit number two will consist of measurements, and open discussion on expectations and realizations. Meeting number three will include physician documentation regarding glucose levels and participant measurement.

Step 3 Worksheets Selecting theory and philosophy

Step 3C: Perspectives on nutrition content and issues

Provide your perspective on nutrition content and issues relevant to your program goals.

Interest will be taken to encourage a healthy weight but emphasis will remain on a healthy metabolic diet with portion control and less wasted calories on sugary drinks. Timing of meals also plays a role in success.

Step 3D: Program components

List and/or diagram the components that will make up your program.

Step 4 Worksheets Translating behavioral theory into education and support objectives

In Step 4, you translate behavioral theory into the program objectives that you need to guide the design of educational experiences and environmental-policy support activities. These objectives are directed at potential mediators of change.

At the end of the Step 4 worksheets, you will have the following product:

Step 4: Several sets of objectives for your program that cut across all components.

Use the provided worksheets as a guide to help you write educational and support objectives rooted in your theory model from Step 3. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheet electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 4: Nutrition education program objectives for all components

Determine the nutrition education program objectives that will cut across all program components to achieve the program behavioral goals for each of the three categories below.

Motivational objectives		Action objectives
Environmental-policy support objectives

Step 5 Worksheets for Individual-Level Components Designing activities for mediators

In Step 5, you use your theoretical model, philosophy of nutrition education, and nutrition education program objectives to create (1) educational plans for the individual-level components and (2) environmental supports plans for environmental/ policy components.

These pages of the Step 5 worksheets are devoted to designing educational plans for activities directed at individuals, referred to here as the individual-level components. Generally, the primary individual-level component consists of one or more group sessions. (You can also use these worksheets to design other individual-level components, such as newsletters and media-related activities.)

You should have one educational plan for each group session you design (or newsletter or other component directed at individuals).

At the end of the Step 5 worksheets for the individual-level components, you will have the following products:

Step 5A: General educational objectives for each session or series of sessions directed at the same behavioral goal

Step 5B: An overall design plan for the session in the form of a matrix that links mediators, objectives, and activities

Step 5C: A narrative educational plan that translates the matrix into a form ready for teaching or presenting

Use these worksheets as an organizational guide to help you design your educational plan and translate theory mediators into educational activities. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 5A: General educational objectives

Educational plan title: ______________________________________________________________________

Program goal behaviors: ______________________________________________________________________

Write the general educational objectives.

Mediator (from Step 3)	General educational objectives

Step 5 Worksheets for Individual-Level Components Designing activities for mediators

Step 5B: Designing the educational plan: matrix format

Design your educational (or lesson) plan in matrix format. Write specific objectives for the mediators in your theory model (Step 3). Identify the learning domain and level for each objective. Then write the theory-based strategy you will employ to address the mediator and create educational activities that will be meaningful, interesting, and appropriate for your audience and will operationalize strategy.

Sequence your educational activities based on the events of instruction. After you have completed creating activities for each of the mediators in your theory model, go back through the design matrix and carefully identify each of the strategies/activities as to where it should fall in a sequence suitable for implementing with your audience. Label each activity as to whether it will be used to (A) gain attention, (S) present stimulus or new material, (G) provide guidance and practice, or (C) apply and close the session. These are referred to as the “Events of Instruction” or “EoI.”

Carefully re-order the matrix. If the mediators and the related activities you have created are not at first listed in your matrix in the properly sequenced order (i.e., gain attention to apply and close), then carefully re-order the matrix so all activities as well as mediators and objectives are in the proper sequenced order ready to use to create your educational plan or teaching plan.

Mediator (from Step 3)	Specific educational objectives*	Learning domain/level*	Theory-based strategy** and educational activities, experiences, and/or content	Eol
*C = cognitive domain; A = affective domain; P = psychomotor domain.

Step 5 Worksheets for Individual-Level Components Designing activities for mediators

Step 5C: Educational plan

Write a narrative educational plan, based on your design matrix, that you will actually use to deliver your session. Think of a catchy title that will be meaningful to your audience. Make sure that activities are sequenced based on order of instruction. For each educational activity create a heading with a title and the mediator(s) addressed. Then write a detailed procedure for the activity. It is customary to place an overview or outline of activities and a materials list at the beginning of the teaching plan.

Overview of Content Materials

Procedure

Step 5 Worksheets for Individual-Level Components Designing activities for mediators

In Step 5, you use your theoretical model, philosophy of nutrition education, and nutrition education program objectives to create (1) educational plans for the individual-level components and (2) environmental support plans for environmental/ policy components.

These pages of the Step 5 worksheets are devoted to designing educational plans for activities directed at individuals, referred to here as the individual-level components. Generally, the primary individual-level component consists of one or more group sessions. (You can also use these worksheets to design other individual-level components, such as newsletters and media-related activities.)

You should have one educational plan for each group session you design (or newsletter or other component directed at individuals).

At the end of the Step 5 worksheets for the individual-level components, you will have the following products:

Step 5A: General educational objectives for each session or series of sessions directed at the same behavioral goal

Step 5B: An overall design plan for the session in the form of a matrix that links mediators, objectives, and activities

Step 5C: A narrative educational plan that translates the matrix into a form ready for teaching or presenting

Use these worksheets as an organizational guide to help you design your educational plan and translate theory mediators into educational activities. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e/. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 5A: General educational objectives

Educational plan title: ______________________________________________________________________

Program goal behaviors: ______________________________________________________________________

Write the general educational objectives.

Mediator (from Step 3)	General educational objectives

Step 5 Worksheets for Individual-Level Components Designing activities for mediators

Step 5B: Designing the educational plan: matrix format

Design your educational (or lesson) plan in matrix format. Write specific objectives for the mediators in your theory model (Step 3). Identify the learning domain and level for each objective. Then, write the theory-based strategy you will employ to address the mediator and create educational activities that will be meaningful, interesting, and appropriate for your audience and will operationalize strategy.

Sequence your educational activities based on the events of instruction. After you have completed creating activities for each of the mediators in your theory model, go back through the design matrix and carefully identify each of the strategies/activities as to where it should fall in a sequence suitable for implementing with your audience. Label each activity as to whether it will be used to (A) gain attention, (S) present stimulus or new material, (G) provide guidance and practice, or (C) apply and close the session. These are referred to as the “Events of Instruction” or “EoI.”

Carefully re-order the matrix. If the mediators and the related activities you have created are not at first listed in your matrix in the properly sequenced order (i.e., gain attention to apply and close), then carefully re-order the matrix so all activities as well as mediators and objectives are in the proper sequenced order ready to use to create your educational plan or teaching plan.

Mediator (from Step 3)	Specific educational objectives*	Learning domain/level	Theory-based strategy** and educational activities, experiences, and/or content	Eol
*C = cognitive domain; A = affective domain; P = psychomotor domain.

Step 5 Worksheets for Individual-Level Components Designing activities for mediators

Step 5C: Educational plan

Write a narrative educational plan, based on your design matrix, that you will actually use to deliver your session. Think of a catchy title that will be meaningful to your audience. Make sure that activities are sequenced based on order of instruction. For each educational activity create a heading with a title and the mediator(s) addressed. Then write a detailed procedure for the activity. It is customary to place an overview or outline of activities and a materials list at the beginning of the teaching plan.

Overview of Content Materials

Procedure

Step 5 Worksheets (Environment) Designing activities for mediators

In Step 5, use your theoretical model, philosophy of nutrition education, and nutrition education program objectives to create (1) educational plans for the individual-level components and (2) environmental support plans for environmental/policy components.

These pages of the Step 5 worksheets are devoted to designing the environmental supports plan for the environmental/ policy components. Generally, the environmental/policy components consist of activities directed at changes that impact one or more facets of the environment or policy as these relate to your program’s behavioral goals.

You should have one support plan for each environmental/policy component you stated in Step 3.

At the end of the Step 5 worksheets for the environmental/policy components, you will have the following products:

Step 5D: General support objectives for each environmental or policy component.

Step 5E: A matrix that links mediators, objectives, and activities to help you design your support plan.

Use these worksheets as an organizational guide to help you design your environmental support plan and translate theory mediators into environmental and policy change activities. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/education/2e. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 5D: General support objectives

Support plan title: ______________________________________________________________________

Program goal behaviors: ______________________________________________________________________

Write the general educational objectives.

Mediator (from Step 3)	General support objectives

Step 5 Worksheets (Environment) Designing activities for mediators

In Step 5, use your theoretical model, philosophy of nutrition education, and nutrition education program objectives to create (1) educational plans for the individual-level components and (2) environmental supports plans for environmental/ policy components.

These pages of the Step 5 worksheets are devoted to designing the environmental supports plan for the environmental/ policy components. Generally, the environmental/policy components consist of activities directed at changes that impact one or more facets of the environment or policy as these relate to your program’s behavioral goals.

You should have one support plan for each environmental/policy component you stated in Step 3.

At the end of the Step 5 worksheets for the environmental/policy components, you will have the following products:

Step 5D: General support objectives for each environmental or policy component.

Step 5E: A matrix that links mediators, objectives, and activities to help you design your support plan.

Use these worksheets as an organizational guide to help you design your environmental support plan and translate theory mediators into environmental and policy change activities. Electronic versions of these worksheets are available at http://nutrition.jbpub.com/ education/2e/. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 5D: General support objectives

Support plan title: ______________________________________________________________________

Program goal behaviors: ______________________________________________________________________

Write the general educational objectives.

Mediator (from Step 3)	General support objectives

Step 5 Worksheets (Environment) Designing activities for mediators

Step 5E: Designing the support plan: matrix format

Design your support plan in matrix format. Write specific objectives for the mediators in your theory model (Step 3). Then, write the theory-based strategy you will employ to address the mediator and create support activities that will be meaningful, interesting, and appropriate for your audience and will operationalize strategy.

Mediator (from Step 3)	Specific support objectives*	Strategies to achieve environmental/policy support objectives
* Use your findings about the changes that could be made in your audience’s environment (Step 2D) for each category to guide your writing of the specific objectives

Step 6 Worksheets Planning the evaluation

In Step 6, you plan the evaluation for your program. The outcomes are the personal mediators from your theory model, the program goal behaviors, and the selected health issues. You will also evaluate changes in food environment–policy supports.

At the conclusion of the Step 6 worksheets, you will have the following products:

Step 6A: Diagram of conceptual framework for program evaluation

Step 6B: Indicators of, and measures for, evaluating individual level changes (mediators, behaviors, health outcomes)

Step 6C: Indicators of, and measures for, evaluating environment-policy supports

Use the provided worksheets as a guide to plan your evaluation. Electronic versions of these worksheets are available at http:// nutrition.jbpub.com/education/2e/. If you are unable to access the worksheets electronically, you can write onto this blank worksheet or create a text document that uses the same flow of information.

Step 6A: Program evaluation conceptual framework

Diagram the conceptual framework that will guide your program evaluation.

Step 6 Worksheets Planning the evaluation

Step 6B: Evaluation plan for individual level component

Identify indicators of achievement for the selected goal behaviors, mediators, and health issues as well as potential measures/instruments to assess the achievement of outcomes.

Behavioral outcome	Indicator of achievement	Measures/instruments

Mediator outcomes	General educational objective	Indicator of achievement	Measures/instruments

Step 6 Worksheets Planning the evaluation

Health outcome	Indicator of achievement	Measures/instruments

Step 6C: Evaluation plan for environmental/policy supports component

Identify indicators of achievement for the selected environmental/policy supports targeted by your program.

Environment support outcomes	Indicator of achievement (general support objectives)	Measures/instruments