Running head NUTRITION & PERFORMANCE IN TEENAGERS1EFFECTI.docx

Running head: NUTRITION & PERFORMANCE IN
TEENAGERS
1
EFFECTIVE DISSEMINATION & EVALUATION PLAN
8
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 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
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
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
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
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
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
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,
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,
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
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
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
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 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 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
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.
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
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:
_____________________________________________________
_________________
_____________________________________________________
_________________
General educational objectives
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 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)
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.
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.
design your environmental support plan and translate theory
mediators into environmental and policy change activities.
http://nutrition.jbpub.com/education/2e. If you are unable to
Step 5D: General support objectives
Support plan title:
_____________________________________________________
_________________
_____________________________________________________
_________________

General support objectives
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.
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.
design your environmental support plan and translate theory
mediators into environmental and policy change activities.
http://nutrition.jbpub.com/ education/2e/. If you are unable to
Step 5D: General support objectives
Support plan title:
_____________________________________________________
_________________
_____________________________________________________
_________________
General support objectives

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
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

Step 6 Worksheets
Health outcome
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
(general support objectives)

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