Educational StrategyEducational Strategy

Part 3: How can you change?Part 3: How can you change? Action PhaseAction Phase

Patient will be able to compile a list of which grains Patient will be able to compile a list of which grains s/he likess/he likes

Patient will be able to distinguish which grains are Patient will be able to distinguish which grains are refinedrefined

Patient will be able to choose 3 whole grains that can Patient will be able to choose 3 whole grains that can be substituted for refined grains be substituted for refined grains

Evaluations: Entry Behavior Test Evaluations: Entry Behavior Test Eating HabitsHow many servings of:

Number of ServingsDAILY

Refined grain cereal

White or non-whole grain bread

White rice

White pasta

Any other refined grains (ie. pancakes, bagels, English muffins, waffles, rolls)

Total

Whole grain cereal (ie. cheerios or oatmeal)

Whole grain bread (ie. 100% whole wheat bread)

Brown rice or wild rice

Whole wheat pasta

Any other whole grains (ie. popcorn, whole grain bagel, pancakes, waffles, or English muffins, bulgur, or barley)

Total

Results of Entry Behavior TestResults of Entry Behavior Test

0

1

23

4

56

7

8

Num

ber

of P

eopl

e

Cereal Bread Rice Pasta Other

Grain

Entry Behavior Test

Refined Whole

Evaluations: FormativeEvaluations: FormativeYes Undecided No

1) The presenter spoke clearly and was easy to understand.

Comments:

2) The handouts were easy to read.Comments:

3) The handouts were helpful and informative.Comments:

4) The information was relevant.Comments:

5) The learning activities were beneficial.Comments:

6) The learning activities were easy to follow.Comments:

7) The length of the education was appropriate.Comments:

8) I will include more whole grains in my diet.Comments:

9) I understand which grains are whole grains.Comments:

Evaluations: FormativeEvaluations: Formative

10) What are the strengths of the education? 10) What are the strengths of the education? __________________________________________________________________________

__________________________________________________________________________

11) What are the weaknesses of the education? 11) What are the weaknesses of the education? ____________________________________________________________________________________________________________________________________________________

Results of Formative EvaluationResults of Formative Evaluation

Results for Questions 1-9:Results for Questions 1-9:

10) What are the strengths of the 10) What are the strengths of the education?education?

Better knowledge of understanding a better Better knowledge of understanding a better dietdiet

Lifestyle changeLifestyle change Proper diet for heart patients to followProper diet for heart patients to follow Better choices for healthy livingBetter choices for healthy living Eating habits worksheet for dietary recall, Eating habits worksheet for dietary recall,

recipes, goal setting worksheet (SME)*recipes, goal setting worksheet (SME)* Excellent handouts, I think they are simple Excellent handouts, I think they are simple

and easy to follow, yet provide adequate and easy to follow, yet provide adequate informationinformation

I liked the easy handouts and descriptions, I liked the easy handouts and descriptions, it’s easy to follow and fits the audience and it’s easy to follow and fits the audience and helps to get your main messages acrosshelps to get your main messages across

11) What are the weaknesses of 11) What are the weaknesses of the education?the education?

NoneNone Maybe find a few brand names to Maybe find a few brand names to

recommend (SME)*recommend (SME)* I can’t really think of any weaknesses, but I can’t really think of any weaknesses, but

I would suggest bring in food labels for I would suggest bring in food labels for them to look at, to show how hard it can be them to look at, to show how hard it can be to choose a real whole grain vs a fortified to choose a real whole grain vs a fortified formform

Formative Evaluation Results

0

2

4

6

8

1 2 3 4 5 6 7 8 9

Question

Nu

mb

er o

f R

eplie

s

Yes No

*Response from the Subject Matter Expert (SME)*Response from the Subject Matter Expert (SME)

Evaluation: SummativeEvaluation: Summative

The education was a success based on The education was a success based on observations and goalsobservations and goals

The average intake of whole grains was less The average intake of whole grains was less than onethan one

Most participants set a goal for three whole Most participants set a goal for three whole grains dailygrains daily

ReferencesReferences Behall, K. M., Scholfield, D. J., & Hallfrisch, J. (2004). Diets containing barley Behall, K. M., Scholfield, D. J., & Hallfrisch, J. (2004). Diets containing barley

significantly reduce lipids in mildly hypercholesterolemic men and women. significantly reduce lipids in mildly hypercholesterolemic men and women. Am J Am J Clin NutrClin Nutr. 80, 1185-1193.. 80, 1185-1193.

Contento, I. R. (2007). Contento, I. R. (2007). Nutrition education: Linking research, theory, and practiceNutrition education: Linking research, theory, and practice . . Sudbury, MA: Jones and Bartlett Publisher.Sudbury, MA: Jones and Bartlett Publisher.

Heart Facts 2007: All Americans. (2006). American Heart Association. March 15, Heart Facts 2007: All Americans. (2006). American Heart Association. March 15, 2008, from http://www.americanheart.org/downloadable/heart/2008, from http://www.americanheart.org/downloadable/heart/

1176927558476AllAmAfAm%20HeartFacts07_lores.pdf1176927558476AllAmAfAm%20HeartFacts07_lores.pdf

Heart Disease and Stroke Statistics. (2008). American Heart Association. March Heart Disease and Stroke Statistics. (2008). American Heart Association. March 15, 2008, from http://www.americanheart.org/downloadable/heart/15, 2008, from http://www.americanheart.org/downloadable/heart/

1200078608862HS_Stats%202008.final.pdf1200078608862HS_Stats%202008.final.pdf

Marlborough Hospital. (2001). Umass Memorial Health Care. March 15, 2008, Marlborough Hospital. (2001). Umass Memorial Health Care. March 15, 2008, from http://www.umassmemorial.org/marlboroughHP.cfm?id=8from http://www.umassmemorial.org/marlboroughHP.cfm?id=8

Mozaffarian, D., Kumanyika, S. K., Lemaitre, R. N., Olsen, J. L., Burke, G. L., & Mozaffarian, D., Kumanyika, S. K., Lemaitre, R. N., Olsen, J. L., Burke, G. L., & Siscovick, D. S. (2003). Cereal, fruit, and vegetable fiber intake and the risk of Siscovick, D. S. (2003). Cereal, fruit, and vegetable fiber intake and the risk of cardiovascular disease in elderly individuals. cardiovascular disease in elderly individuals. JAMAJAMA, 289(13), 1659-1666. , 289(13), 1659-1666.

Thank You!Thank You!