Community Teaching Plan Proposal

i) Intimacy Vs Isolation: 18-40 years

ii) Generativity vs Stagnation: 40- 65 years’ old

c) Gender: Mixed

d) Marital Status: Mixed

e) Socioeconomic Background: Mostly lower middle class with few upper lower class

i) Therefore, interventions for food choices will be focused on the affordability to the audience/population.

f) Cultural Background; Blacks/African Americans, Ghanaians.

g) Educational Levels: High School Graduates to College Graduates

h) Health Risks

i) Some learners have a family history of heart diseases such as HTN, DM.

ii) Risk for obesity, HTN and diabetes due to ethnic background. AHA reports higher rates in African Americans (AHA, 2018)

i) Healthy Perception/Beliefs/Practices

i) Learners believe nutrition and health are associated

ii) Learners believe eating right is an important part of living a healthier and longer life

iii) Learners are worried about not consuming healthier foods

iv) Learners are worried most that their food options are filled with salt, sugar and oil

j) English Proficiency Level: Fluent in English and ethnic dialect

k) Knowledge of Topic: According to liaison, learners have general knowledge about nutrition but have difficulty understanding selecting healthy food choices from the various options in the market.

l) Past Experience: According to liaison, some learners have experienced DM, HTN, obesity or have a family member or an acquaintance who has. Some have been educated on the topic in the past.

m) Willingness to Learn/Motivation

i) According to liaison, learners are committed to staying healthy and free from preventable diseases for the sake of their families; and are willing to learn.

2) Learning Theories

a) Cognitive Learning Theory- Gestalt Perspective

i) Emphasizes the importance of perception in learning

ii) A principle assumption is that each person perceives, interprets, and responds to any situation in his or her own way. (Bastable, 2013)

iii) For individuals to learn they must change their perceptions and thought and form new understanding and insights.

iv) The individual directs the learning process by organizing information based on what is already known, and then reorganizing the information into a new understanding.

v) Learners must think about and learn about or act on the information.

vi) This theory will guide the planning and implementation of our project because it explains the importance of changing perceptions in order to promote action. We will change perceptions by introducing new knowledge and reinforcing what is already known.

vii) We believe everyone has different perceptions of nutrition and health risks. This theory will encourage us to assess what is already known, obtain their baseline knowledge, and help the audience form new insights through our lecture discussion.

viii) The learning theory will also encourage us to provide an opportunity to ‘act on the information’ which is a return demonstration.

ix) Our goal is to improve the learner’s knowledge of nutrition by distinguishing healthy options and unhealthy options and learning to read nutrition facts on food labels to improve overall health and well-being.

3) Statement of Learning Objectives

a. After the presentation, 60 percent of the participants will be able to identify the appropriate proportion of fruits and vegetables on a plate according to MyPlate.

b. After the presentation, 70 percent of the participant will be able to identify at least two salt substitutes that can be used when flavoring food.

c. After the presentation, 70 percent of the participants will be able to identify three healthy food options from 5 food samples provided.

d. After the presentation, 70 percent of the participants will be able to identify the difference between portion size and serving.

e. After our presentation, 80 percent of the participants will be able to identify a whole grain, high fiber food from samples that will be provided.

4) Develop a Content Outline for the Selected Topic

a) Pretest will be given to determine the learners’ baseline level of knowledge.

1. According to MyPlate, what proportion of your plate should be fruits and vegetables? (select one)

a) 5% b) 15% c) 25% d)50%

2. What are two ingredients that can be can be used as salt substitutes to flavor food? (open answer)

3. Which of the following are the “healthier” food options? (select one per letter)

a) baked potato or French fries

b) soda or water

c) skinless chicken breast or chicken breast with skin

d) canned fruit or raw fruit

4. Match the word with the appropriate definition.

portion size: _____

serving size: _____

a. a measured amount of food or drink, such as one slice of bread or one cup (eight ounces) of milk

b. the amount of food that you choose to eat for a meal or snack. It can be big or small, you decide

5. Which of the following foods are a good source of fiber? (select all that apply)

a) whole wheat bread b) soda c) brown rice d) apple pie e) oatmeal

b) Introduction to nutrition and eating healthy lifestyle

i) Why eat healthy?

(1) Helps maintain a healthy weight

(2) Helps maintain a healthy cholesterol level

(3) Helps maintain a normal blood glucose and sugar levels

(4) Helps maintain a normal blood pressure

(5) Helps live longer and a healthier life

c) Focus on what audience can afford to change

i) Consuming the right amount (portion) of healthy foods

ii) Choosing correct food combinations

iii) Adopting better dietary habit (healthy choices)

iv) Avoiding poor food (unhealthy choices)

v) Decreasing portion sizes

vi) Alternative seasonings

d) Limitation of portion sizes

i) Explain the meaning of portion size to the audience; what is a portion size?

ii) Give example of how people confuse portion size with serving size

a) portion: the amount of food that you choose to eat for a meal or snack. It can be big or small, you decide. (NIH, 2018)

b) serving size: a measured amount of food or drink, such as one slice of bread or one cup (eight ounces) of milk. (NIH, 2018)

iii) One portion of bagels is equal to 2 servings

iv) Introduce MyPlate: Food Groups, serving size examples (serving size chart), and daily goals

a) MyPlate is the current nutrition guide published by the USDA Center for Nutrition Policy and Promotion, a food circle depicting a place setting with a plate and glass divided into five food groups. It replaced the USDA's MyPyramid guide on June 2, 2011, ending 19 years of USDA food pyramid diagrams. (MyPlate.Gov)

e) Healthy Options (Eat More)/Unhealthy Options (Eat Less) with picture explanations

i) Fruits and veggies

ii) Whole grains and high fiber foods

iii) Lean meats and oily fish

iv) Little or no salts: up to 2300 mg per day (CDC)

v) Reducing added sugars: 36g for men and 25g for women (AHA)

f) Making simple changes in your food choices and preparation

i) Replacing solid fats with liquid vegetable oils

ii) Grill, bake or broil fish, meat and poultry

iii) Choosing whole fruits and vegetables in place of juice

iv) Removing skin from poultry before eating

v) Baked potato instead of French fries

vi) 1 slice of pizza instead of 3

vii) Whole wheat bread instead of white/enriched bread

viii) replace rice with more vegetables

ix) limit soda; add more water

x) flavor water with fruit

xi) bake instead of fry

xii) Low fat and fat free dairy instead of whole milk

xiii) Raw fruit instead of canned/cupped fruit

xiv) Season with pepper, parsley, or thyme in place of salt

xv) Compare bread products when shopping to find lower sodium options

g) Reading Food labels

i) Picture of nutritional label with Nutritional Facts

ii) Use food labels to help make good choices.

iii) Check serving sizes

iv) Limit calories, excess fats, sodium, sugar

v) Aim for fiber, calcium, iron, vitamin A, and Vitamin C (10% or more)

h) Be Active: physical activity and nutrition go hand in hand; CDC recommends:

https://www.cdc.gov/salt/sodium_infographics.htm