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Role of nurse in Nutritional education

This document discusses the role of nurses in providing nutritional education. It outlines various methods and channels that nurses can use to communicate nutritional information and educate individuals and groups. These include lectures, demonstrations, group discussions, role playing, storytelling, and problem solving techniques. The document also discusses different teaching aids, mass media, computer applications, and optimal sites that nurses can utilize to promote nutritional education.

Health & Medicine◦
ROLE OF NURSE IN NUTRITIONAL EDUCATION Ms. Saheli C Lecturer IACN
INTRODUCTION • Nutritional and health education can be defined as a planned effort to improve nutrition and health status by bringing about changes in the behaviour of people. • It is a process by which people gain knowledge and develop confidence and skills needed for establishing good dietary and health practices.
CHANNELS OF COMMUNICATION Interpersonal communication Mass media Traditional media Nutritional communication INDIVIDUAL APPROACH • Personal contact/ interviews •Home visits •Personal letters/ telephone. GROUP APPROACH • Lectures •Demonstration •Discussion methods •Group •Panel •Symposium •Workshop •Conferences. •Role play/ Drama •Models •Field visits/ Tours. •Television. •Radio, recording •Films/ Tape. •Newspaper. •Other printed matter. •Journals •Magazines. •Exhibition / Meals •Posters/ Charts/ Bill pasting •Computer/ Internet • Folk music and dance •Puppetry.
METHODS OF COMMUNICATION Methods of communication can further classified into following categories- A. Information centred methods. B. Behaviour centred methods.
A. INFORMATION CENTERED METHOD 1. LECTURE METHOD: • It is the most economical way of getting a vast amount of information across a large group of people within the least time. • It is a one way communication method that does not involve the people much. • For increasing the effectiveness of a lecture, the characteristic of the audience should be known by the lecturer and the topic should be of interest to the audience. • Appropriate aids should be used in between and there should be provision for discussion at the end of the lecture.
B. BEHAVIOUR CENTERED METHODS The behaviour centred methods emphasize on dissemination of information which can influence behaviour. It includes- 1. Group discussion method. 2. Role play/ drama method. 3. Story telling 4. Demonstration. 5. Problem solving method /Brain storming.
1. GROUP DISCUSSION METHOD: • This is two way communication method; best method to modify behaviour. • This methods gives a feeling of belonging and the support of other members makes it easier for people to take decisions and change their attitude and practices. • Discussions can be carried out in small groups with group leaders; where the topic can be discussed separately and then leaders can express their group’s viewpoints to the larger group. • A good leader should be chosen to bring about desired results. • The members of the group should actively participate. • They should share their experiences, learn from each other, find out solution of the problem together.
2. ROLE PLAY / DRAMA METHOD • Role play is the spontaneous dramatization which is not rehearsed and sentences are composed on the spot. • It is an activity where people act out in real life situations. • Some may also pretend to be persons with certain problems. • Drama could be in the form of skit or a short play. • It could also be done using puppets as an aid.
3. STORY TELLING • Stories are a traditional form of learning that people experience from childhood. • Stories can be close ended followed by a discussion initiated by the story teller or they can be open- ended where the group members themselves would complete it. • After story telling session is over, the major point of learning should be repeated for reinforcement. • This can be done by simply asking, “What is that you have learnt from this story’.
4. DEMONSTRATION • Demonstration is a way to show people how to do something step by step so that they can learn new skills and how to do things themselves. • Each step of a demonstration is accompanied by an explanation of what is being done, how is it being done and why is it being done • The people therefore get an opportunity to see how to do something before they actually try it themselves. • Demonstration can be of 2 types.
I. Method demonstration: where a procedure is carried out step by step, slowly and accurately before an audience. II. Result demonstration: where the results of an activity are demonstrated and discussed. The end products of each steps are prepared beforehand in this method.
5. PROBLEM SOLVING METHOD/ BRAINSTORMING • This technique helps people to logically come out with solutions to their own problems. • A group leader can identify and present the problem to the entire group. • He can then ask the group members to share information and ideas related to the problem
TEACHING AIDS USED IN NUTRITIONAL EDUCATION TEACHING AIDS MACHINE OPERATED AIDS NON MACHINE OPERATED AIDS FILM STRIPS/ SLIDES CDs AUDIO TAPES VIDEO TAPES POSTERS, PICTURES, MODELS CHARTS FLASH CARDS FLANNEL GRAPHS
MASS COMMUNICATION MEDIA USED IN NUTRITION EDUCATION • Mass media are powerful tools in reaching and educating vast audience quickly. • They are essentially classified on the basis of the form in which information is communicated to different masses as written, spoken and audio- visual media. • In written media the information is presented in the script form using language, with or without illustrations and also exclusively through illustrations.
• Examples of written media are leaflets, circular letters, folders, banners, calendars and newspaper. • These media call for reading skill of the learner for successful communication. • Spoken media means oral communication using language. • Radio is an example of spoken media. This medium can be utilized successfully based on the listening skill of the audience.
• Audio visual media includes both oral and visual communication simultaneously which stimulates both audio and visual senses of the audience. • Film is one such medium. • Audio visual media demands seeing and listening skills of audience to make the maximum utilization of the media.
COMPUTERS IN NUTRITIONAL EDUCATION Computer assisted instruction finds use in patient education and professional/ staff education as well as employee training. 1. Nutrition surveys: ❑ Population surveys are conducted at both national and local levels. The survey data is read rapidly using the Optical Character Reader and computers are used in analyzing the data. ❑ These data help public health nutritionists to identify nutrition needs of the community and plan programmes to help meet these needs.
2. Patient/ Client education: Computer assisted learning is used in private practice, clinics and hospitals for patient client education in health care. For example, a computerized programme can be used to provide diabetes education that does not require constant surveillance by the health professional. In addition to such; education on general diet and exercise also available for use in professional health care services.
3. Professional nutritional education: • Computers combined with other audio-visual instruction techniques are used for self placed courses for dietician, nursing and premedical students. • Computer simulated clinical encounters helps to conduct an interview with the patient to collect the data on nutrient catalogue which have found to be effective in comparison with hospital based clinical experiences. • The instructor gets a printout reporting the students knowledge, responses to enquiries concerning the patient and organization of the clinical encounter; thus enabling the instructor to meet individual student needs.
4. ONLINE APPLICATION: • On browsing the web, we find that food and nutrition information is proliferating in cyberspace. • Emails can be used to exchange ideas, projects and data quickly and inexpensively. • Search engines quickly direct us to websites and blogs with breaking nutrition news, eating advice, healthful recipes, governmental agencies, other credible nutrition resources and food product information.
SITES AND MOMENTS FOR NUTRITION EDUCATION The important and favourable sites for nutrition education are - • Homes. • Schools • Hospitals. • Feeding centres. • Rural areas.
1. HOMES • Home visits by different functionaries and extension workers such as nurses, auxiliary nurse midwives, health visitors, sanitarians etc. give excellent opportunities for nutrition education, which can be related to actual home conditions as a part of their activities. • Home visits should be planned for a convenient time of the day in relation to the mother’s household duties.
2. SCHOOLS • Schools are particularly favourable sites for nutrition education. • School children are less fussy about their food habits than adults. • Learning new ideas about food will fit into the concepts of schools as ‘places of change’. • In order to give nutrition prominence, teachers must be aware of local nutritional problems and their prevention. • Effective nutrition education in schools will have its carry home and feedback results.
3. HOSPITALS • Hospitals which are concerned with curative work are most conducive for nutrition education work with patients and their relatives. • In children’s wards mothers come with their infants and young children, eager to receive information on how to rear their children well. • Individual counselling, discussions in small groups and demonstrating at a time when their children are recovering make mothers receptive to new ideas. • Out patient clinics, prenatal clinics, new born and premature units are also suitable sites for nutrition education.
4. FEEDING CENTRES • Feeding programmes are good media for providing nutrition education to the community. • When education is imparted along with the distribution of food, people are more receptive. • Nutrition education must become a part and parcel of any feeding programme because unless nutrition education is given along with food supplements, the people would go back to their old status once the food distribution is stopped.
5. RURAL AREAS • Nutrition education and training occupy the pride of place in extension work, as they alone can bring awareness and develop a lasting inclination in the community to work, independent of external assistance, for a self sustained programme of production , consumption and preservation of protected foods.
ROLE OF NURSE IN NUTRITIONAL EDUCATION • A Nurse can guide people to choose optimum and balanced diet, remove prejudices and promote good dietary habits. • In hospital nurse can give advice to choose the appropriate balanced diet to restore health. • Can act as a facilitator for dietary change among patients. • In the community the nurse and the health visitor play an important role in nutrition education.
• Nurse serve as a liaison between family and the community health providers. • The nurse can educate the public about prevention of deficiency disorders like anaemia, protein calorie malnutrition, night blindness, goitre and nutrition related diseases such as CVD, stroke, diabetes and obesity. • A nurse can help people in understanding the structure and functions of the body, teach them about how to keep physically fit- the need for exercise, rest and sleep and the effects of alcohol, smoking, and drugs on the body.
• She can educate the mothers about child spacing, breast feeding, safe motherhood, immunization, weaning and child growth, diarrhoeal disease and respiratory infections. • She can educate the people about the prevention of locally endemic diseases, the importance of proper waste disposal, avoidance of water stagnation to prevent the spread of malaria and consumption of iodide salt to control the goitre can be stressed upon. • The nurse inform about the people about the health services available in the community like screening programmes, supplementation, antenatal care, immunization and referral services and how they can utilize them.