Planning for effective communication strategies to improve national nutrition programmes Facilitator’s guide WHO-EM/NUT/247/E
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.
The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the World Health Organization concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted lines on maps represent approximate border lines for which there may not yet be full agreement.
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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)
Nutrition strategies facilitators' guide corrected 2.indd 2 14/11/07 16:12:53
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
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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.
Facilitator’s guide
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Planning for effective communication strategies to improve national nutrition programmes
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.
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Facilitator’s guide
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.
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Annexes Annex 1
Trainee questionnaires
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Planning for effective communication strategies to improve national nutrition programmes
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.
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Facilitator’s guide
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?
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Planning for effective communication strategies to improve national nutrition programmes
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
Nutrition strategies facilitators' guide corrected 2.indd 14 14/11/07 16:12:57
Facilitator’s guide
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
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Planning for effective communication strategies to improve national nutrition programmes
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
Nutrition strategies facilitators' guide corrected 2.indd 16 14/11/07 16:12:57
Facilitator’s guide
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
Nutrition strategies facilitators' guide corrected 2.indd 17 14/11/07 16:12:57
Planning for effective communication strategies to improve national nutrition programmes
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
Nutrition strategies facilitators' guide corrected 2.indd 18 14/11/07 16:12:57
Facilitator’s guide
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
Nutrition strategies facilitators' guide corrected 2.indd 19 14/11/07 16:12:58
Planning for effective communication strategies to improve national nutrition programmes
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
Nutrition strategies facilitators' guide corrected 2.indd 20 14/11/07 16:12:58
Facilitator’s guide
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
Nutrition strategies facilitators' guide corrected 2.indd 21 14/11/07 16:12:58
Planning for effective communication strategies to improve national nutrition programmes
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
Nutrition strategies facilitators' guide corrected 2.indd 22 14/11/07 16:12:58
Facilitator’s guide
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
Nutrition strategies facilitators' guide corrected 2.indd 23 14/11/07 16:12:58
Planning for effective communication strategies to improve national nutrition programmes
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
Nutrition strategies facilitators' guide corrected 2.indd 24 14/11/07 16:12:58
Facilitator’s guide
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
arke
ting
Dis
cuss
ion
Pow
erpo
int
pres
enta
tion
10
Impl
emen
ting
a so
cial
m
arke
ting
cam
paig
nco
nduc
t a s
ocia
l mar
ketin
g ca
mpa
ign
(see
Tabl
e 23
)Pa
rtici
pant
s w
ill k
now
how
to
cond
uct a
soc
ial m
arke
ting
cam
paig
n
Dis
cuss
ion
Pow
erpo
int
pres
enta
tion
30
Stag
es o
f cha
nge
list t
he s
tage
s of
cha
nge
aris
ing
as a
resu
lt of
soc
ial m
arke
ting
effo
rts (s
ee Ta
ble
24)
Parti
cipa
nts
will
und
erst
and
the
stag
es o
f cha
nge
prod
uced
th
roug
h so
cial
mar
ketin
g ef
forts
Dis
cuss
ion
Pow
erpo
int
pres
enta
tion
30
Basi
c pr
inci
ples
of s
ocia
l m
arke
ting
expl
ain
the
basi
c pr
inci
ples
of
soci
al m
arke
ting:
pro
duct
, pric
e,
plac
e an
d pr
omot
ion
Parti
cipa
nts
will
und
erst
and
the
impo
rtanc
e of
the
basi
c pr
inci
ples
of s
ocia
l mar
ketin
g:
prod
uct,
pric
e, p
lace
and
pr
omot
ion
Dis
cuss
ion
Pow
erpo
int
pres
enta
tion
20
Dis
cuss
ion
and
ques
tion
and
answ
er s
essi
on
10
Nutrition strategies facilitators' guide corrected 2.indd 25 14/11/07 16:12:59
Annex 3
Groupwork exercises
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Planning for effective communication strategies to improve national nutrition programmes
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.
Nutrition strategies facilitators' guide corrected 2.indd 28 14/11/07 16:12:59
Facilitator’s guide
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)
Introduce the exercise (5 minutes).
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.
Nutrition strategies facilitators' guide corrected 2.indd 29 14/11/07 16:13:0
Planning for effective communication strategies to improve national nutrition programmes
30
Exercise 3: Beliefs versus behaviour
Objective To discuss people’s beliefs, knowledge and health behaviour.
Method Group work.
Time (20 minutes)
Introduce the exercise (5 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.
Nutrition strategies facilitators' guide corrected 2.indd 30 14/11/07 16:13:0
Facilitator’s guide
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.
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Planning for effective communication strategies to improve national nutrition programmes
32
Exercise 4: Pretesting communication materials
Objective To highlight the importance of pretesting nutrition communication materials.
Method Group work.
Time (30 minutes)
Introduce the exercise (5 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.
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