Deck 11: Keys to Successful Nutrition Education Interventions

Question 1

Which of the following is the last step in implementing successful nutrition education interventions?

A) Conduct evaluations.
B) Design a theory-based intervention.
C) Determine the educational approach.
D) Develop appealing and informative mass media materials.
E) Provide i nstruction planning and incorporate learning strategies.

Answer 1

A

Question 2

Which of the following is a health need that should be assessed during a comprehensive needs assessment?

A) Self-efficacy
B) Motivation level
C) Nutrition status
D) Food availability
E) Transportation resources

Answer 2

C

Question 3

Anita is developing a class on heart-healthy eating. What educational approaches could Anita use to promote behavior change among participants?

A) A lecture on limiting saturated fat
B) A label reading activity
C) A video on heart healthy eating
D) A discussion on foods high in saturated fat
E) A lecture on whole grains

Answer 3

B

Question 4

When should the nutrition educational approach be tailored to address the needs of the target population, availability of resources, and any guidelines of the organization sponsoring the intervention?

A) Before the needs assessment
B) After the needs assessment
C) Immediately before the evaluation
D) After designing a theory-based intervention
E) After establishing goals and objective

Question 5

Which of the following is the fourth step in implementing successful nutrition education interventions?

A) Establish goals and objectives.
B) Design a theory-based intervention.
C) Determine the educational approach.
D) Conduct a thorough needs assessment.
E) Provide i nstruction planning and incorporate learning strategies.

Question 6

Which of the following is a theory-driven intervention?

A) A diabetes prevention intervention based on the constructs self-efficacy and cues to action
B) A weight management intervention based on the Transtheoretical Model
C) A heart-healthy intervention using the construct self-efficacy
D) A diabetes intervention using based on the constructs self-efficacy, cues to action, and perceived benefits
E) A weight management intervention based on qualitative data gleaned from the target population

Question 7

Which of the following education approaches aim to increase knowledge on topics such as food preparation, label reading, and identification of food groups and sources of nutrients?

A) Dissemination of information
B) Behavior change
C) Changes in public policy
D) Changes in the environment
E) Goal setting

Question 8

Kathy was asked to develop a cardiac rehab class. She is going to first conduct a thorough needs assessment. Which of the following sources should Kathy consult?

A) Nutrition textbook
B) Census data
C) Low sodium recipe books
D) Facebook
E) Thesaurus

Question 9

What is the purpose of conducting a needs assessment before implementing a nutrition education intervention?

A) To understand your audience
B) To write goals for your audience
C) To write objectives for your audience
D) To conduct evaluations for your audience
E) To develop mass media for your audience

Question 10

Which of the following is the third step in implementing successful nutrition education interventions?

A) Establish goals and objectives.
B) Design a theory-based intervention.
C) Determine the educational approach.
D) Conduct a thorough needs assessment.
E) Provide i nstruction planning and incorporate learning strategies.

Question 11

Which of the following is the first step in implementing successful nutrition education interventions?

A) Establish goals and objectives.
B) Design a theory-based intervention.
C) Determine the educational approach.
D) Conduct a thorough needs assessment.
E) Provide i nstruction planning and incorporate learning strategies.

Question 12

Miranda is planning a diabetes prevention program. She is conducting a thorough needs assessment and would like to understand her target population. Unfortunately, she does not have contact with the target audience. Which of the following sources should Miranda consult to understand her target population?

A) Review published data
B) Interviews with target audience
C) Interviews with key informants
D) Epidemiological data
E) Government websites

Question 13

The "ABCs" are helpful guidelines when writing

A) theories.
B) models.
C) goals.
D) objectives.
E) generalizations.

Question 14

Which of the following is described as specifically stated learner outcomes or descriptions of what the learner will be able to do after participating in a learning experience?

A) Theories
B) Models
C) Goals
D) Objectives
E) Generalizations

Question 15

Which of the following theory-based interventions pertains to the partial use of theory elements to design intervention components?

A) Theory-driven
B) Theory-informed
C) Grounded theory
D) Transtheoretical Model
E) Health Belief Model

Question 16

Which of the following can be referred to as broadly stated learner outcomes?

A) Theories
B) Models
C) Goals
D) Objectives
E) Generalizations

Question 17

Which of the following steps should provide you with an overall strategic vision and general direction for all components of the nutrition education intervention?

A) Conduct evaluations.
B) Design a theory-based intervention.
C) Determine the educational approach.
D) Develop appealing and informative mass media materials.
E) Provide i nstruction planning and incorporate learning strategies.

Question 18

Create a goal for a diabetes prevention program.

A) Participants of this course will learn effective dietary methods for diabetes prevention.
B) Diabetes prevention is beneficial to overall health and well-being.
C) Participants will be able to name four foods high in carbohydrates by the end of this course.
D) Participants will know how to carb count by the end of this program.
E) Diabetes can lead to heart disease.

Question 19

Bethany is designing a theory-based weight management intervention. She conducted focus groups of the target audience. Bethany is designing which of the following theory-based interventions?

A) Theory-driven
B) Theory-informed
C) Grounded theory
D) Transtheoretical Model
E) Health Belief Model

Question 20

Which of the following is defined as the collection of comprehensive data that may encompass health, educational, resource, and developmental needs of a target audience?

A) Generalizations
B) Goals
C) Objectives
D) Needs assessment
E) Grounded theory

Question 21

Describe where effective nutrition interventions can be implemented in the community.

Question 22

Objectives developed for nutrition education interventions should be measurable.

Question 23

Read the following statement: "By the end of this session, participants will be able to practice carbohydrate counting." This is a/an

A) cognitive objective.
B) affective objective.
C) psychomotor objective.
D) generalization.
E) goal.

Question 24

Create a generalization for a weight management intervention.

A) Participants of this course will learn effective dietary methods for weight management.
B) Maintaining a healthy weight prevents or delays the onset of chronic diseases.
C) Participants will be able to name four high calorie foods by the end of this course.
D) Participants will know how to count calories by the end of this program.
E) At the end of the course, participants will be able to describe the components of a healthy diet.

Question 25

Describe the first key (step) in planning/implementing a nutrition education intervention.

Question 26

What are the benefits of designing theory-based nutrition education interventions?

Question 27

Which of the following is a clear statement that is universally true and can aid in organizing instruction?

A) Theories
B) Models
C) Goals
D) Objectives
E) Generalizations

Question 28

Theory-based interventions generally produce greater behavior changes among participants compared to non-theory-based interventions.

Question 29

The primary objective of nutrition education interventions is to increase nutrition knowledge.

Question 30

What is a generalization and describe the three levels of generalizations.

Question 31

Nutrition labeling on menus is an example of a nutrition education setting.

Question 32

Why is it essential to determine an educational approach when planning a nutrition education intervention?

Question 33

Create an objective for a heart-healthy eating course.

A) Participants of this course will learn effective heart-healthy eating methods.
B) Heart-healthy eating is beneficial to overall health and well-being.
C) Participants will be able to name five foods high in saturated fat by the end of this course.
D) High intakes of saturated fat can lead to heart disease.
E) Heart disease can lead to heart attacks and stroke.

Question 34

List the important information to include in a lesson plan. Why is it important for nutrition counselors to create a lesson plan before implementing a nutrition education intervention?

Question 35

Nutrition education intervention goals should be written according to the mnemonic "SMART."

Question 36

Read the following statement: "By the end of this session, participants will be able to describe the components of MyPlate." This is a/an

A) cognitive objective.
B) affective objective.
C) psychomotor objective.
D) generalization.
E) goal.

Question 37

Describe where effective nutrition interventions can be implemented in the consumer marketplace.

Question 38

Describe the difference between goals and objectives and address why nutrition counselors need both when planning and implementing nutrition education interventions.