Nutrition strategies facilitators' guide corrected 2.indd

Planning for effective communication strategies to improve national nutrition programmes

Facilitator’s guide

WHO-EM/NUT/247/E

Nutrition strategies facilitators' guide corrected 2.indd 1 14/11/07 16:12:53

© World Health Organization 2007All rights reserved.

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The World Health Organization does not warrant that the information contained in this publication is complete and correct and shall not be liable for any damages incurred as a result of its use.

Publications of the World Health Organization can be obtained from Distribution and Sales, World Health Organization, Regional Office for the Eastern Mediterranean, PO Box 7608, Nasr City, Cairo 11371, Egypt (tel: +202 2670 2535, fax: +202 2670 2492; email: [email protected]). Requests for permission to reproduce WHO EMRO publications, in part or in whole, or to translate them – whether for sale or for noncommercial distribution – should be addressed to the Regional Adviser, Health and Biomedical Information, at the above address (fax: +202 2276 5400; email [email protected]).

Document WHO-EM/NUT/247/E/11.07/500

Printed by Metropole, Cairo

WHO Library Cataloguing in Publication Data

WHO. Regional Office for the Eastern MediterraneanPlanning for effective communication strategies to improve national nutrition programmes: facilitator’s guide / WHO. Regional Office for the Eastern MediterraneanP. WHO-EM/NUT/247/E1. Nutrition Policy - education 2. National Health Programmes - methods 3. Communication - education 5. Health Planning Guidelines I. Title II Regional Office for the Eastern Mediterranean

(NLM Classification: QU 145)


Contents

Facilitator’s guide 5Introduction 5Course methodology 6Training sessions 6Engaging stakeholders and partners 7Annexes 7

Annexes

Annex 1 Trainee questionnaires 11Annex 2 Lesson plans 13Annex 3 Exercises 27



Introduction

Anaemia, obesity, diabetes and vitamin A, iodine and iron defi ciency disorders are widely prevalent in the Eastern Mediterranean Region and in many countries there are programmes to address these nutrition problems. Th e elimination of iodine defi ciency diseases through the use of iodized salt has been successful in many countries of the Region. A number of workshops and expert consultations have been held in recent years to focus on, and address, the issue of anaemia, a continuing signifi cant public health problem in many Member States. Vitamin A defi ciency disorders, although not as prevalent as iodine and iron defi ciency disorders, are a problem throughout the Region, especially in sub-clinical forms, which are known to greatly increase the rates of morbidity and mortality. National governments of Member States have initiated a number of programmes to control and prevent malnutrition in their respective countries based on eff ective communication strategies, which have been varied in design, scope and in the nature of implementation. Th e success of a malnutrition control and prevention programme depends largely on an eff ective, appropriate and realistic communication strategy that is able to reach and educate the community it is addressing.

Th e training modules were developed with the aim of familiarizing senior and middle-level national health educators and nutrition programme managers with the broad conceptual framework needed to plan eff ective communication packages for a wide variety of nutrition programmes. Th e objectives of the course are to:

• introduce the main concepts of health communication;• explain the role of nutrition communication in controlling and preventing diet-related diseases;• familiarize the trainee with the broad conceptual framework for designing nutrition

communication plans;• provide the trainee with the knowledge to be able to evaluate and monitor new and on-going

national nutrition communication plans;• introduce important aspects of communication programmes, such as advocacy, social marketing

and the development and pretesting of communication materials.




6

Course methodology

The methodology of this training course relies on the use of Microsoft® Powerpoint presentations, group discussions and practical activities for trainees. Handouts can also be given to trainees. Four groupwork exercises are included in the Facilitator’s guide (pp. 25–29), which are to be conducted at specified stages of the training course.

Training sessions

Each training session will be facilitated by a workshop coordinator and a number of training facilitators, the number of trainees participating in each session is designed to be between 10 and 20. At the end of each training session, participants will be presented with a certificate of participation if they have attended and participated in all training sessions and interacted and engaged in the group discussions.

In order for training facilitators to be able to organize effective training sessions, a questionnaire should be sent to trainees prior to conducting a course (see Annex 1, Table 1). The data gained from the questionnaire will assist facilitators in selecting appropriate candidates for training based on similar professional backgrounds with similar levels of experience.

Trainees should also be sent the second questionnaire in order that they can apply the new knowledge they gain during the training course to problems which are prevalent in their own countries. Table 2 in Annex 1 provides a list of basic questions that need to be asked in order to collect data on a nutrition problem. Answering these questions can provide a clearer understanding of why a problem is occurring.

The following data sources are useful in accessing information and can be consulted in order to gain information about a community’s health and nutritional status.

vital records; hospital records;primary care records; accident reports;data registries; surveillance systems;survey results; local and population-specific statistics;national surveys; reports from studies;information from epidemiologists; health policies;agencies, institutions and organizations who are aware of the problem;

potential partners who are aware of the problem;

reports from various ministries; newspapers;records from other agencies and the community;

special studies.

In gathering data it is also important to look at health status indicators, such as morbidity and mortality rates and the causes of death, illness, injury and disability and the rate of access to, and availability of, preventive and curative health care services.



7

Engaging stakeholders and partners

When planning and implementing a nutrition communication strategy, it is also important to explore all possibilities for cooperation and partnership and identify and approach appropriate stakeholders and partners who can be included in the process as they can often provide invaluable assistance. If other organizations are already addressing a particular nutrition problem, they can be contacted in order to discuss what has already been learned about the problem, what information or advice can be offered to assist in planning and which other interventions or activities may be needed. It is also important to consider other resources which are available to support your communication programme, such as human resources, additional facilities, funds or administrative assistance. The following are examples of relevant stakeholders and partners.

• Government ministries can add credibility, support research and provide access to information and funding.

• Universities may be able to provide graduate students to assist in conducting low-cost research and in providing additional expertise and computer support to conduct statistical analyses.

• Community-based organizations and nongovernmental organizations can provide access to opinion-leaders and may have intimate knowledge of the target community and be able to provide connections to key people and working networks.

• Media gatekeepers can provide visibility, access to communication channels, and offer a perspective on how messages may appear in the media and be able to translate scientific information into effective communications.

• Business leaders and private industries can provide financial contributions, access to distribution and dissemination channels, assistance with budget planning and add corporate credibility.

• Public officials can provide access to policy-making channels and encourage public support for a programme.

• Community leaders can provide expertise and contact with the target audience.

Annexes

The trainee questionnaires (Tables 1 and 2) are included as Annex 1. Lesson plans for training facilitators and groupwork exercises are included as Annexes 2 and 3, respectively.



Annexes Annex 1

Trainee questionnaires



10

Table 1. Trainee questionnaire

Name:

Title:

Region/governorate:

What are the main health problems (nutritional or diet-related) in your region? Please list the problems.

Who is most affected by these problems? (Please tick all of the answers that apply.)

infants

children

male adolescents

female adolescents

adult women

pregnant or lactating women

adult men

older people

How did you obtain information on the health problems? (Please tick all of the answers that apply.)

vital records

primary health care records

reports and surveys

questionnaires

surveillance systems

Which health indicators are used to identify the health problem? (Please tick all of the answers that apply.)

mortality

morbidity

disability rates

anecdotal evidence

Are any interventions undertaken to address the health problem? Please list these interventions.

What do you know about health and nutrition communication?

I do not know anything about health/nutrition communication.

I have a basic knowledge of health/nutrition communication.

I have an understanding of health communication but have never used it in my work.

Health communication is an aspect of my work.



11

Table 2. Trainee questionnaire to identify prevalent nutrition problems

Questions Answers

What is the nutrition problem to be addressed?

Who is affected by it?

How many people are affected by it?

In what ways are people affected by the problem?

How is the problem viewed by different groups? Are people aware that the nutrition problem could affect them?

How common is the problem?

How severe is the problem?

What general health, environmental or social conditions are connected to the problem?

In which areas does the problem exist specifically?

Which trends have been identified in relation to the problem? Is the problem increasing, decreasing or has it reached a plateau?

When did the problem first occur, or when did it become significant? Is this a new problem or an old one?

At what time of the year is the problem more or less prevalent?



Annex 2

Lesson plans



14

Mod

ule

1 C

hapt

er 1

: Hea

lth c

omm

unic

atio

n in

nut

ritio

n (1

hou

r)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

ex

plai

n th

e:H

ealth

com

mun

icat

ion

impo

rtanc

e of

hea

lth e

duca

tion

and

heal

th c

omm

unic

atio

nPa

rtici

pant

s w

ill b

e ab

le to

de

fine

heal

th c

omm

unic

atio

n an

d ex

plai

n th

e im

porta

nce

of

heal

th e

duca

tion

and

heal

th

com

mun

icat

ion

Lect

ure

and

disc

ussi

onPo

wer

poin

t pr

esen

tatio

n10

The

role

of h

ealth

co

mm

unic

atio

n

Hea

lth p

olic

y an

d en

forc

emen

t

Hea

lth e

ngin

eerin

g st

rate

gy

Hea

lth-r

elat

ed c

omm

unity

se

rvic

e in

terv

entio

n

role

of h

ealth

com

mun

icat

ion

in

dise

ase

prev

entio

n an

d co

ntro

lPa

rtici

pant

s w

ill k

now

whi

ch

obje

ctiv

es h

ealth

com

mun

icat

ion

can

or c

anno

t ach

ieve

, and

w

hich

oth

er in

terv

entio

ns

can

be c

ombi

ned

with

hea

lth

com

mun

icat

ion

to m

aint

ain

sust

aine

d be

havi

oura

l cha

nge

Lect

ure

and

disc

ussi

onPo

wer

poin

t pr

esen

tatio

n20

The

need

for n

utrit

ion

com

mun

icat

ion

need

for n

utrit

ion

com

mun

icat

ion

Parti

cipa

nts

will

be

able

to e

xpla

in

why

nut

ritio

n co

mm

unic

atio

n is

impo

rtant

and

will

be

able

to

list t

he m

ain

step

s th

at s

houl

d be

take

n in

ord

er to

enc

oura

ge

beha

viou

ral c

hang

e

Lect

ure

and

disc

ussi

onPo

wer

poin

t pr

esen

tatio

n20

Dis

cuss

ion

on e

valu

atio

n re

leva

nce

10



15

Mod

ule

1 C

hapt

er 2

: Bui

ldin

g ba

ckgr

ound

info

rmat

ion

on a

com

mun

ity (1

hou

r)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

ex

plai

n th

e:

Det

erm

inin

g a

com

mun

ity’s

nutri

tiona

l nee

dsim

porta

nce

of d

eter

min

ing

a co

mm

unity

’s nu

tritio

nal n

eeds

Parti

cipa

nts

will

app

reci

ate

the

impo

rtanc

e of

bui

ldin

g ba

ckgr

ound

info

rmat

ion

on a

co

mm

unity

and

thei

r nut

ritio

n is

sues

bef

ore

plan

ning

a n

utrit

ion

com

mun

icat

ion

stra

tegy

Lect

ure

and

disc

ussi

on

with

exa

mpl

esPo

wer

poin

t pr

esen

tatio

n10

Key

info

rmat

ion

How

to c

olle

ct in

form

atio

n

key

issu

es fo

r con

side

ratio

n w

hen

com

pilin

g in

form

atio

n on

a

com

mun

ity

Parti

cipa

nts

will

be

able

to

iden

tify

key

issu

es fo

r co

nsid

erat

ion

whi

le c

ompi

ling

info

rmat

ion

on a

com

mun

ity

Lect

ure

and

disc

ussi

on

with

exa

mpl

es

and

exch

ange

s of

ex

perie

nce

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

40

Dis

cuss

ion

and

ques

tion

and

answ

er s

essi

on10



16

Mod

ule

1 C

hapt

er 3

: Pla

nnin

g a

nutri

tion

com

mun

icat

ion

stra

tegy

(1 h

our)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

ex

plai

n th

e:

The

impo

rtanc

e of

pla

nnin

gim

porta

nce

of e

ffect

ive

plan

ning

in

nut

ritio

n co

mm

unic

atio

n st

rate

gies

Parti

cipa

nts

will

und

erst

and

the

impo

rtanc

e of

effe

ctiv

e pl

anni

ng

in n

utrit

ion

com

mun

icat

ion

stra

tegi

es

Brai

nsto

rmin

gPo

wer

poin

t pr

esen

tatio

n

Flip

cha

rt

20

Plan

ning

ste

psst

eps

invo

lved

in p

lann

ing

an e

ffect

ive

nutri

tion

com

mun

icat

ion

stra

tegy

Parti

cipa

nts

will

be

awar

e of

, and

be

abl

e to

follo

w, t

he n

eces

sary

st

eps

invo

lved

in p

lann

ing

an

effe

ctiv

e nu

tritio

n co

mm

unic

atio

n st

rate

gy

Lect

ure

and

disc

ussi

onPo

wer

poin

t pr

esen

tatio

n

Flip

cha

rt

30

Dis

cuss

ion

and

ques

tion

and

answ

er s

essi

on

10



17

Mod

ule

2 C

hapt

er 1

: Def

inin

g a

nutri

tion

prob

lem

(2 h

ours

)

Cont

ents

Lear

ning

ob

ject

ives

Lear

ning

out

com

esG

roup

act

iviti

esTe

achi

ng re

sour

ces

Tim

e (m

ins)

By th

e en

d of

th

is c

hapt

er,

parti

cipa

nts

will

be

able

to:

[Pre

sent

the

plan

ning

ste

ps o

n a

scre

en u

sing

a tr

ansp

aren

cy

or P

ower

poin

t slid

es in

ord

er

to il

lust

rate

the

orde

r of t

hat

sess

ion

in th

e pl

anni

ng s

teps

]Id

entif

ying

a n

utrit

ion

prob

lem

iden

tify

and

desc

ribe

a nu

tritio

n pr

oble

m

Parti

cipa

nts

will

unde

rsta

nd w

hat i

s m

eant

by

a nu

tritio

n pr

oble

mLe

ctur

e an

d di

scus

sion

Pow

erpo

int p

rese

ntat

ion

15

Defi

ning

a n

utrit

iona

l he

alth

pro

blem

iden

tify

whi

ch d

ata

sour

ces

are

usef

ul

to c

onsu

lt

Parti

cipa

nts

will

be a

ble

to id

entif

y w

hich

dat

a so

urce

s ar

e us

eful

to c

onsu

ltLe

ctur

e an

d di

scus

sion

with

ex

ampl

es

Pow

erpo

int p

rese

ntat

ion

20

Stak

ehol

ders

and

pa

rtner

sRe

view

ing

avai

labl

e da

ta

(sec

onda

ry re

sear

ch)

Colle

ctin

g ne

w d

ata

(prim

ary

rese

arch

)

expl

ain

the

diffe

renc

es

betw

een

prim

ary

and

seco

ndar

y re

sear

ch

Parti

cipa

nts

will

know

how

to a

cces

s da

ta o

n a

nutri

tion

prob

lem

in o

rder

to b

e ab

le to

pla

n fo

r a

nutri

tion

com

mun

icat

ion

stra

tegy

and

will

also

be

abl

e to

col

lect

thei

r ow

n da

ta re

gard

ing

a nu

tritio

n pr

oble

m

Lect

ure

and

disc

ussi

onPo

wer

poin

t pre

sent

atio

n30

Cont

actin

g ot

her

orga

niza

tions

Iden

tifyi

ng s

take

hold

ers

and

partn

ers

iden

tify

appr

opria

te

stak

ehol

ders

and

pa

rtner

s

Parti

cipa

nts

will

be a

ble

to id

entif

y ap

prop

riate

pa

rtner

s an

d st

akeh

olde

rs to

wor

k w

ith d

urin

g th

e pl

anni

ng a

nd im

plem

enta

tion

phas

es o

f a

nutri

tion

com

mun

icat

ion

stra

tegy

. The

y w

ill al

so u

nder

stan

d th

e im

porta

nce

of id

entif

ying

ex

istin

g ga

ps a

nd a

ctiv

ities

in th

e w

ork

of

thei

r ow

n or

gani

zatio

n an

d th

at o

f oth

er

orga

niza

tions

to s

ave

time

and

reso

urce

s

Brai

nsto

rmin

g

Lect

ure

and

disc

ussi

on

Pow

erpo

int p

rese

ntat

ion

Flip

char

t

15

Iden

tifyi

ng s

ubgr

oups

Des

crib

ing

subp

robl

ems

expl

ain

the

mea

ning

of

subg

roup

and

su

bpro

blem

s

Parti

cipa

nts

will

know

how

to s

ubdi

vide

an

affe

cted

/tar

get p

opul

atio

n ba

sed

on p

artic

ular

ch

arac

teris

tics

and

will

lear

n ho

w to

writ

e a

prob

lem

sta

tem

ent

Lect

ure

and

disc

ussi

onPo

wer

poin

t pre

sent

atio

n

Flip

char

t

30

Dis

cuss

ion

on

eval

uatio

n re

leva

nce

10



18

Mod

ule

2 C

hapt

er 2

: Ana

lysi

ng a

nut

ritio

n pr

oble

m (2

hou

rs)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

:

Ana

lysi

ng a

nut

ritio

n pr

oble

mex

plai

n w

hat i

s m

eant

by

anal

ysis

of a

nut

ritio

n pr

oble

mPa

rtici

pant

s w

ill u

nder

stan

d w

hat i

s m

eant

by

anal

ysis

of a

nu

tritio

n pr

oble

m

Lect

ure

and

disc

ussi

on

with

exa

mpl

esPo

wer

poin

t pr

esen

tatio

n20

Iden

tifyi

ng d

irect

and

indi

rect

ca

uses

Dev

elop

ing

an e

tiolo

gy c

hart

dete

rmin

e th

e di

rect

and

in

dire

ct c

ause

s of

a n

utrit

ion

prob

lem

Parti

cipa

nts

will

be

able

to

appl

y th

e us

e of

var

ious

tool

s to

an

alys

e a

nutri

tion

prob

lem

Lect

ure

and

disc

ussi

on

Brai

nsto

rmin

g to

pr

actis

e th

e “B

ut w

hy?”

te

chni

que

Exam

ple

dem

onst

ratio

n of

Fi

gure

4

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

30

Und

erst

andi

ng h

ealth

be

havi

our

Chan

ging

hea

lth b

ehav

iour

expl

ain

the

impo

rtanc

e of

und

erst

andi

ng h

ealth

be

havi

our

Parti

cipa

nts

will

be

able

to

iden

tify

and

unde

rsta

nd h

ealth

be

havi

our

Lect

ure

and

disc

ussi

on

with

exa

mpl

esPo

wer

poin

t pr

esen

tatio

n

Flip

cha

rt

30

Prio

ritiz

ing

and

sele

ctin

g su

bpro

blem

spr

iorit

ize

and

sele

ct

subp

robl

ems

Parti

cipa

nts

will

be

able

to

prio

ritiz

e su

bpro

blem

s re

quiri

ng

a nu

tritio

n co

mm

unic

atio

n in

terv

entio

n

Lect

ure

and

disc

ussi

on

Dem

onst

ratio

n of

prio

ritiz

atio

n

wor

kshe

et

Pow

erpo

int

pres

enta

tion

Tran

spar

ency

10

Und

erta

king

a S

WO

T an

alys

isun

derta

ke a

SW

OT

anal

ysis

Parti

cipa

nts

will

kno

w h

ow

to p

erfo

rm a

SW

OT

anal

ysis

of

thei

r org

aniz

atio

n an

d of

th

eir n

utrit

ion

com

mun

icat

ion

inte

rven

tion

Lect

ure

and

disc

ussi

on

Brai

nsto

rmin

g

Dem

onst

ratio

n of

di

ffere

nt ta

bles

of

SWO

T w

orks

heet

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

Tran

spar

ency

20

Dis

cuss

ion

on

eval

uatio

n re

leva

nce

10



19

Mod

ule

3 C

hapt

er 1

: Ide

ntify

ing

and

segm

entin

g au

dien

ces

(2 h

ours

)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

:

Targ

etin

g a

mes

sage

Iden

tifyi

ng ta

rget

pop

ulat

ions

Segm

entin

g ta

rget

po

pula

tions

iden

tify

and

segm

ent t

arge

t po

pula

tions

and

aud

ienc

esPa

rtici

pant

s w

ill u

nder

stan

d th

e di

ffere

nce

betw

een

an in

tend

ed

popu

latio

n an

d ta

rget

aud

ienc

e

Parti

cipa

nts

will

be

able

to s

egm

ent

audi

ence

s ac

cord

ing

to g

iven

ch

arac

teris

tics

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

20

Sele

ctin

g ta

rget

aud

ienc

esid

entif

y pr

imar

y, s

econ

dary

an

d te

rtiar

y au

dien

ces

Parti

cipa

nts

will

kno

w w

hat i

s m

eant

by

prim

ary,

sec

onda

ry a

nd te

rtiar

y au

dien

ces

and

they

will

be

able

to

segm

ent a

udie

nces

acc

ordi

ng to

giv

en

char

acte

ristic

s

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

20

Cond

uctin

g fo

rmat

ive

rese

arch

expl

ain

the

rele

vanc

e of

com

mun

icat

ion

inpu

t va

riabl

es

Parti

cipa

nts

will

kno

w h

ow to

con

duct

fo

rmat

ive

rese

arch

in o

rder

to le

arn

mor

e ab

out t

heir

audi

ence

acc

ordi

ng

to c

omm

unic

atio

n in

put v

aria

bles

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

30

Writ

ing

an a

udie

nce

profi

lew

rite

an a

udie

nce

profi

lePa

rtici

pant

s w

ill b

e ab

le to

writ

e an

au

dien

ce p

rofil

e th

at s

umm

ariz

es

info

rmat

ion

on p

ossi

ble

conc

epts

/m

essa

ges,

set

tings

, cha

nnel

-spe

cific

ac

tiviti

es a

nd c

omm

unic

atio

n m

ater

ials

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

20

Writ

ing

a cr

eativ

e br

ief

writ

e a

crea

tive

brie

fPa

rtici

pant

s w

ill k

now

how

to w

rite

a cr

eativ

e br

ief a

ccor

ding

to th

e su

gges

ted

crea

tive

brie

f tem

plat

e

Lect

ure

and

disc

ussi

on

How

to c

ompl

ete

a cr

eativ

e br

ief

tem

plat

e

Pow

erpo

int

pres

enta

tion

Tran

spar

ency

30



20

Mod

ule

3 C

hapt

er 2

: Set

ting

goal

s an

d ob

ject

ives

(2 h

ours

)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

:

Goa

lsse

t goa

ls a

nd o

bjec

tives

for

a nu

tritio

n co

mm

unic

atio

n st

rate

gy

Parti

cipa

nts

will

und

erst

and

the

diffe

renc

e be

twee

n a

nutri

tion

com

mun

icat

ion

prog

ram

me’

s go

als

and

obje

ctiv

es

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

20

Com

mun

icat

ion

obje

ctiv

esde

scrib

e w

hat c

omm

unic

atio

n ob

ject

ives

sho

uld

stat

ePa

rtici

pant

s w

ill b

e ab

le to

des

crib

e w

hat c

omm

unic

atio

n ob

ject

ives

sh

ould

sta

te

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

20

Type

s of

com

mun

icat

ion

obje

ctiv

eslis

t bas

ic ty

pes

of o

bjec

tives

Parti

cipa

nts

will

be

able

to li

st b

asic

ty

pes

of o

bjec

tives

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

30

unde

rsta

nd th

e im

porta

nce

of s

ettin

g SM

ART

(spe

cific

, m

easu

rabl

e, a

chie

vabl

e,

rele

vant

and

tim

e-bo

und)

ob

ject

ives

Parti

cipa

nts

will

be

able

to s

et S

MA

RT

obje

ctiv

esD

iscu

ssio

nPo

wer

poin

t pr

esen

tatio

n20

Crea

ting

com

mun

icat

ion

obje

ctiv

esap

ply

step

s to

cre

ate

obje

ctiv

es fo

r a n

utrit

ion

com

mun

icat

ion

prog

ram

me

Parti

cipa

nts

will

be

able

to a

pply

ste

ps

to c

reat

e ob

ject

ives

for a

nut

ritio

n co

mm

unic

atio

n pr

ogra

mm

e

Lect

ure

and

disc

ussi

on

Dem

onst

ratio

n of

how

to fi

ll in

a

com

mun

icat

ion

obje

ctiv

es

wor

kshe

et

Pow

erpo

int

pres

enta

tion

Tran

spar

ency

30



21

Mod

ule

3 C

hapt

er 3

: Dev

elop

ing

and

pret

estin

g co

mm

unic

atio

n m

ater

ials

(3 h

ours

)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

exp

lain

th

e:

Pret

estin

g m

essa

ges

purp

ose

and

the

impo

rtanc

e of

pr

etes

ting

Parti

cipa

nts

will

und

erst

and

wha

t pre

test

ing

is a

nd w

ith w

hom

com

mun

icat

ions

mat

eria

ls

shou

ld b

e pr

etes

ted

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

15

Dev

elop

ing

and

pret

estin

g m

essa

ge

conc

epts

impo

rtanc

e of

dev

elop

ing

and

pret

estin

g m

essa

ge c

once

pts,

m

essa

ges,

set

tings

, cha

nnel

-spe

cific

ac

tiviti

es a

nd m

ater

ials

Parti

cipa

nts

will

kno

w h

ow to

dev

elop

and

pr

etes

t mes

sage

con

cept

sD

iscu

ssio

nPo

wer

poin

t pr

esen

tatio

n30

Dev

elop

ing

and

pret

estin

g m

essa

ges

char

acte

ristic

s of

an

effe

ctiv

e nu

tritio

n m

essa

gePa

rtici

pant

s w

ill k

now

how

to d

evel

op a

nd

pret

est n

utrit

ion

com

mun

icat

ion

mat

eria

ls

Parti

cipa

nts

will

kno

w h

ow to

app

ly th

e ch

arac

teris

tics

of a

n ef

fect

ive

mes

sage

dur

ing

the

deve

lopm

ent o

f nut

ritio

n co

mm

unic

atio

n m

essa

ges

Dis

cuss

ion

and

exam

ples

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

Pow

erpo

int

pres

enta

tion

30

15

Sele

ctin

g an

d pr

etes

ting

setti

ngs

Parti

cipa

nts

will

be

able

to d

evel

op a

nd

pret

est s

ettin

gsD

iscu

ssio

n an

d ex

ampl

esPo

wer

poin

t pr

esen

tatio

n15

Sele

ctin

g an

d pr

etes

ting

chan

nels

Parti

cipa

nts

will

be

able

to s

elec

t and

pre

test

ch

anne

lsD

iscu

ssio

n an

d ex

ampl

esPo

wer

poin

t pr

esen

tatio

n30

Dev

elop

ing

and

pret

estin

g m

ater

ials

Parti

cipa

nts

will

be

able

to d

evel

op a

nd

pret

est c

omm

unic

atio

n m

ater

ials

and

kno

w

how

to u

se e

xist

ing

mat

eria

ls

Dis

cuss

ion

and

exam

ples

Pow

erpo

int

pres

enta

tion

20

Prod

ucin

g m

ater

ials

for

diss

emin

atio

nim

porta

nce

of p

rodu

cing

a v

arie

ty o

f m

ater

ials

for d

isse

min

atio

nPa

rtici

pant

s w

ill b

e ab

le to

pro

duce

prin

ted

and

audi

ovis

ual m

ater

ials

for d

isse

min

atio

nD

iscu

ssio

n an

d ex

ampl

esPo

wer

poin

t pr

esen

tatio

n15

Que

stio

n an

d an

swer

ses

sion

10



22

Mod

ule

4 C

hapt

er 1

: Pla

nnin

g fo

r pro

gram

me

mon

itorin

g an

d ev

alua

tion

(2 h

ours

)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

ex

plai

n th

e:

Wha

t is

mon

itorin

g?im

porta

nce

of p

rogr

amm

e m

onito

ring

and

eval

uatio

nPa

rtici

pant

s w

ill b

e ab

le to

sta

te

the

purp

ose

of m

onito

ring

Brai

nsto

rmin

g se

ssio

nPo

wer

poin

t pr

esen

tatio

n

Flip

cha

rt

10

Wha

t is

prog

ram

me

eval

uatio

n?im

porta

nce

of w

ritin

g an

ev

alua

tion

plan

Parti

cipa

nts

will

be

able

to

expl

ain

the

impo

rtanc

e of

pr

oduc

ing

an e

valu

atio

n pl

an

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

10

Eval

uatio

n de

sign

basi

c st

eps

in p

lann

ing

the

eval

uatio

n of

a n

utrit

ion

com

mun

icat

ion

prog

ram

me

Parti

cipa

nts

will

be

awar

e of

th

e di

ffere

nt s

teps

invo

lved

in

pla

nnin

g an

eva

luat

ion

of

a nu

tritio

n co

mm

unic

atio

n pr

ogra

mm

e an

d w

ill b

e ab

le to

ap

ply

thes

e st

eps

whe

n pl

anni

ng

an e

valu

atio

n

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

90

Dis

cuss

ion

and

ques

tion

and

answ

er s

essi

on

10



23

Mod

ule

4 C

hapt

er 2

: Too

ls o

f res

earc

h (2

hou

rs)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

:

Met

hods

of d

ata

colle

ctio

nde

scrib

e di

ffere

nt m

etho

ds o

f re

sear

chPa

rtici

pant

s w

ill b

e aw

are

of

diffe

rent

met

hods

of r

esea

rch

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

15

Qua

ntat

ive

and

qual

itativ

e re

sear

chlis

t the

diff

eren

ces

betw

een

quan

titiv

e an

d qu

alita

tive

rese

arch

met

hods

(see

Tabl

e 12

)

Parti

cipa

nts

will

be

able

to

expl

ain

the

diffe

renc

es b

etw

een

quan

titiv

e an

d qu

alita

tive

met

hods

of r

esea

rch

Dis

cuss

ion

Brai

nsto

rmin

g se

ssio

n

Flip

cha

rt

Tran

spar

ency

30

Revi

ew m

etho

dsde

scrib

e se

lect

ed m

etho

ds

of re

sear

ch (q

ualit

ativ

e an

d qu

antit

ativ

e)

appl

y di

ffere

nt to

ols

of re

sear

ch

durin

g th

e pl

anni

ng p

hase

of

a n

utrit

ion

com

mun

icat

ion

prog

ram

me

Parti

cipa

nts

will

be

able

to a

pply

di

ffere

nt m

etho

ds o

f res

earc

h du

ring

the

plan

ning

pha

se

of n

utrit

ion

com

mun

icat

ion

prog

ram

mes

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

60

Dis

cuss

ion

and

ques

tion

and

answ

er s

essi

on

15



24

Mod

ule

5 C

hapt

er 1

: Adv

ocac

y (2

hou

rs)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

:

Adv

ocac

yde

fine

advo

cacy

Parti

cipa

nts

will

be

mad

e aw

are

of th

e va

rious

defi

nitio

ns o

f ad

voca

cy

Brai

nsto

rmin

g se

ssio

nPo

wer

poin

t pr

esen

tatio

n

Flip

cha

rt

20

Plan

ning

sta

ges

of a

dvoc

acy

appl

y th

e pl

anni

ng s

tage

s of

an

effe

ctiv

e ad

voca

cy s

trate

gy

to in

form

and

per

suad

e po

licy-

mak

ers

and

othe

r org

aniz

atio

ns

of im

porta

nt n

utrit

ion

issu

es

Parti

cipa

nts

will

be

able

to p

lan

an e

ffect

ive

advo

cacy

stra

tegy

to

info

rm a

nd p

ersu

ade

polic

y-m

aker

s an

d ot

her o

rgan

izat

ions

of

the

need

to ta

ke a

ctio

n re

gard

ing

impo

rtant

nut

ritio

n pr

oble

ms

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

50

Adv

ocac

y m

essa

ges

deve

lop

and

deliv

er e

ffect

ive

advo

cacy

mes

sage

s, in

pa

rticu

lar,

the

one-

min

ute

mes

sage

Parti

cipa

nts

will

be

able

to

deve

lop

and

deliv

er e

ffect

ive

advo

cacy

mes

sage

s an

d un

ders

tand

wha

t is

mea

nt b

y th

e on

e-m

inut

e m

essa

ge

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

30

Dis

cuss

ion

and

ques

tion

and

answ

er s

essi

on

20



25

Mod

ule

5 C

hapt

er 2

: Soc

ial m

arke

ting

(2 h

ours

)

Cont

ents

Lear

ning

obj

ectiv

esLe

arni

ng o

utco

mes

Gro

up a

ctiv

ities

Teac

hing

re

sour

ces

Tim

e (m

inut

es)

By th

e en

d of

this

cha

pter

, pa

rtici

pant

s w

ill b

e ab

le to

:

Wha

t is

soci

al m

arke

ting?

defin

e so

cial

mar

ketin

gPa

rtici

pant

s w

ill u

nder

stan

d w

hat

is m

eant

by

soci

al m

arke

ting

Brai

nsto

rmin

g se

ssio

nPo

wer

poin

t pr

esen

tatio

n

Flip

cha

rt

10

Com

para

tive

diffe

renc

es

betw

een

soci

al a

nd c

omm

erci

al

mar

ketin

g

iden

tify

the

mai

n di

ffere

nces

be

twee

n so

cial

mar

ketin

g an

d co

mm

erci

al m

arke

ting

(see

Ta

ble

22)

Parti

cipa

nts

will

be

able

to

expl

ain

the

diffe

renc

es b

etw

een

soci

al a

nd c

omm

erci

al m

arke

ting

Dis

cuss

ion

Pow

erpo

int

pres

enta

tion

Flip

cha

rt

10

Why

is s

ocia

l mar

ketin

g im

porta

nt?

expl

ain

the

impo

rtanc

e of

soc

ial

mar

ketin

gPa

rtici

pant

s w

ill b

e ab

le to

ex

plai

n w

hy it

is im

porta

nt to

co

nduc

t soc

ial m

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30

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24)

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30

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20

Dis

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answ

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essi

on

10



Annex 3

Groupwork exercises



28

Exercise 1: Writing a problem statement

Objective To write a problem statement on a nutrition problem.

Method Group work.

Total time (1 hour)

Introduce the exercise (5 minutes).

Conduct group work session (20 minutes).

Present the group work and conduct discussion (20 minutes).

Trainer’s comments and feedback (15 minutes).

Materials Flip charts, markers, trainee questionnaires.

When to use Use after a presentation of Chapter 1, Module 2.

Instructions to the trainer Introduce the exercise.

After the groups have completed the group work, ask them to present their work.

Briefly discuss the problem statements that have been presented.

Ask the groups about their sources of information for each nutrition problem they have identified.

Present one of the problem statements which are included in the modules as case studies or examples and collect their notes regarding them.



29

Exercise 2: Analysing the direct and indirect causes of a nutrition problem

Objective To analyse the direct and indirect causes of a nutrition problem.

Method Group work.

Time (1 hour)


Conduct group work session (20 minutes).

Present the group work and conduct discussion (15 minutes).

Trainer’s presentation (20 minutes).

Materials Flip chart pads, markers, trainee questionnaires.

When to use Use after a presentation of Chapter 2, Module 2.

Instructions to the trainer Choose a prevalent nutrition problem.

Introduce the exercise.

After the groups have finished the group work, ask them to present their work.

Hold short discussions about the presentations.

Present Figure 4 An example of an etiology chart as an example for analysing a nutrition problem.



30

Exercise 3: Beliefs versus behaviour

Objective To discuss people’s beliefs, knowledge and health behaviour.

Method Group work.

Time (20 minutes)


Group work (5 minutes).

Trainer’s comments (10 minutes).

Materials Flip charts, markers.

When to use

Use after a presentation of Chapter 2, Module 2.

Instructions to trainer

Create three posters displaying each of the statements on behaviours and beliefs below. Choose three places around the room to tack up the three posters. In each spot, tack the poster displaying the statement on behaviour under the poster displaying the statement on belief.

Explain that you are going to read three statements regarding beliefs about exercise to the group and you will point to each poster as you read the corresponding statement. Ask them to decide which of the statements best represents their own beliefs. Read the statements a second time. Ask the participants to stand under the statement that best represents their own belief.

Discuss with the group whether the groupings appear to follow any particular pattern in terms of gender, age, cultural background, etc.

In each group, ask the participants to remove the top sheet, displaying the behaviour statement underneath. Read the three behaviour statements out loud. Ask the participants to stand under the statement that best represents their own behaviour.

Discuss with participants whether there is a correlation between their beliefs and their behaviour.

If there is sufficient time you can also pin up three additional statements next to poster III, displaying the statement on behaviour which read:

• I feel that I will never be able to exercise regularly. • I intend to exercise regularly some day. • I have attempted to exercise regularly in the past.

These can be used to further divide the group. They illustrate the concepts of self-efficacy, intention to act and trial of behaviour. This illustrates “stages of change” as a way to segment audiences, as well as the concepts of self-efficacy and intention.



31

Instructions to trainer (cont.)

Belief–behaviour pairs

I. Belief I believe that regular exercise is a good idea for everyone. It reduces stress, keeps the heart and body fit and reduces mortality.

Behaviour At least 4 days each week I undertake at least 30 minutes of moderate aerobic or muscle strengthening activity.

II. Belief I believe that regular exercise is good for people with a history of heart disease or for those who are dieting. For others, occasional exercise is fine.

Behaviour I sometimes take exercise, maybe about once a week. I might swim, walk, jog or play sports with my friends or family.

III. Belief I generally believe in the concept of regular exercise but think a healthy, active person gets all the exercise s/he needs without a formal routine.

Behaviour I do not exercise regularly. I walk to the refrigerator, around the house and to the corner shop for emergency snacks, etc.



32

Exercise 4: Pretesting communication materials

Objective To highlight the importance of pretesting nutrition communication materials.

Method Group work.

Time (30 minutes)


Group work (10 minutes).

Present the work and conduct discussion (10 minutes).

Trainer’s comments (5 minutes).

Materials Communication materials in the form of posters, leaflets and brochures.

When to use

Use after a presentation of Chapter 3, Module 3.

Instructions to the trainer

Divide the trainees into three or four groups with four trainees in each group.

Distribute the communication materials, one for each group.

Explain the exercise. Tell trainees to write comments on each set of communication materials to include positive and negative points taking into consideration the target audiences for each.

After the groups have finished their group work, ask them to present their work.

Discuss their comments and ideas.

Collect their comments concerning the possible modifications that could be made to the materials after the discussion.


Documents

Nutrition strategies facilitators' guide corrected 2.indd