Nutrition 536

“Basic and Working” Competencies Media Presentations Interpersonal communication skills Counseling theory and methods Interviewing techniques Educational theory and techniques Public speaking Educational materials development

“Demonstrate” Competencies Present an educational session for a group Counsel individuals on nutrition Use current information technologies Work effectively as a team member

Today’s Goals Tie in specific competencies to health promotion Review course requirements Key points for nutrition educators

Opportunities for Health Promotion Through Nutrition Start Early in Life (LL Birch, 1999)

Acceptance of New Foods Enhanced by: Watching peers and older children eat food Watching heroes eat food

Genetic Influences Children prefer: – sweet tastes –fat –energy dense foods –what they are familiar with Children are neophobic

Environmental Influences Parent-Child Feeding Practices Using food as a reward enhances preference for the food Bribing to eat a food decreased acceptance Children prefer what they are familiar with Children can learn to prefer foods that were not initially well accepted.

“The best chance for fostering patterns of preference consistent with healthier diets may be to focus on the very young.”

Potential for Interventions in Childhood Parental education to include: –developmental aspects of taste & food acceptance –practical suggestions to structure food environments –good role models for healthy food choices

Some, but not all, people are interested in healthy diets.

American Dietetic Association Nutrition and You: Trends 2000

Attitudes toward food and nutrition “I’m already doing it!” 28%28% Highest ever since 1991

Attitudes toward food and nutrition “I know I should, but...” 40%40% Up 34% since 1997

Attitudes toward food and nutrition “Don’t bother me!” 32%32% Lowest in survey’s history

Importance of diet and nutrition 85%85% “Diet and nutrition are important to me personally” -- largest percentage in survey’s history

Importance of exercise and physical activity 84%84% As important as diet and nutrition -- up 15% over 1997

Barriers to healthier eating “I don’t want to give up the foods I like” 75%75%

Barriers to healthier eating “I am satisfied with the way I currently eat” 75%75%

Barriers to healthier eating “It takes too much time to keep track of my diet” “It takes too much time to keep track of my diet” 57%57%

Barriers to healthier eating “I need more practical tips to help me eat right” 45%45%

Most popular sources of food and nutrition information

Most valued sources of food and nutrition information Doctors: 92% Registered dietitians: 90% Nutritionists: 90%

Information on new research studies Like to hear about new studies: 43% Believe that the news only tells them what they should not eat: 37% Must change their diet in response to the latest research: 8%

Awareness of nutrition professionals Have heard of registered dietitians: 90% Have heard of the American Dietetic Association: 53%

Healthy diets are associated with a cluster of attributes, but nutrition information/education does seem to make a difference. (Healthy Eating Index, 1998)

Healthy Eating Index Single score assigned to an individual’s diet. Components include: –conformity to the FGP recommendations for grain, vegetable, fruit, milk and meat –% dietary fat and saturated fat –cholesterol and sodium intake –dietary variety

HEI Study CFSII and DHKS in ,805 families completed both

Factors Associated with Healthy Diets Female Higher Age White ethnicity Higher income Higher education Vegetarian Non-smoker

Importance of Nutrition Education (Healthy Eating Index 1998) Nutrition Information was a independent determinant of diet quality –Ex: males and females of similar SES have the same quality of diet when they have equal nutrition knowledge. –Ex: Black and Hispanic meal planners have similar diet quality to white meal planners of similar SES when nutrition information is equal.

HEI Conclusions Nutrition Education will make a difference in dietary quality of US diets.

To reduce disparities in health outcomes in the US, we must develop thoughtful approaches to nutrition education for high risk populations.

“The prevalence of poor nutrition and lack of physical activity in FNS target populations exacts a heavy toll in morbidity, mortality, and economic costs due to disease and lost productivity.” (FNS report, 1999)

“The external environment has a fundamental impact on efforts to influence diet-related behavior.” (FNS report, 1999)

Recommendations from FNS Sustained, consistent, reinforced messages Delivered in multiple ways over the long term Able to compete with countervailing messages and influences. Fully integrated into all FNS programs Invest in nutrition education for the general population

Start Young Start where the people are Nutrition information and education can make a difference