Community Nutrition Assessment - PowerPoint

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					Program Planning: Community
    Nutrition Assessment
       January 25, 2007
    Program Planning Basics
• Systematic process
• Continual feedback and evaluation
• Cyclical: based on increasing
  understandings of the true nature of the
  situation and the effectiveness of
  interventions.
• Starts with an assessment of the current
  situation
                  Process Evaluation
                    and Adjustment
Assess


     Prioritize

         Analyze problem and
         propose model to address


                    Develop Intervention
                    goals, objectives,
                    implementation plan


                                    Evaluate outcomes
Why Do Assessment?
Community Nutrition Assessment:
• Anchors program/intervention in the reality
  of the community
• Essential part of ongoing process:
  – Needs assessment
  – Designing and implementing services
  – Evaluation
  – Improving programs and services
• Includes community and stakeholders as
  fully active participants
 Community Nutrition Assessment:
• Based on assets more than deficits
• Helps to integrate nutrition programs into
  community-based health programs and
  plans
        Successful Community
        Assessment Includes:
• Understanding current conditions of
  families and individuals
• Evaluating local capacities for supporting
  health and nutrition needs
• Building community support for
  implementing changes
           Models and Protocols for
           Community Assessment
• Planned Approaches to Community Health
  (PATCH) – CDC
• Assessment Protocol for Excellence in
  Public Health (APEXPH) – NACHO (National
  Association of County Health Officials)

• Moving to the Future: Developing
  Community Based Nutrition Services –
  ASTPHND (Association of State and Territorial Public Health
  Nutrition Directors)
    Strategic Planning for Initiatives to
       Address Local Health Efforts
•   Community Assessment
•   Organize a community planning group
•   Define community boundaries
•   Gather information
     – Statistical profile
     – Qualitative data
     – Community Resources

                   Agency for Health Care Policy and Research
     Strategic Planning, cont.
• Analyze Information
  – Common issues
  – High risk individuals
  – Unmet needs
  – Prioritize
• Develop and implement community health
  plan
• Monitor and evaluate community health
  plan
       Steps to Assessment
• Convene a planning group
• Define community
• Identify Community Assets
• Identify Perceived Needs
• Build Demographic Profile
• Analyze Community Health Status
• Analyze Community Nutrition Status
• Identify Community Resources and Service
  Utilization
• Identify common issues and unmet needs
• Prioritize
     Community Nutrition Planning
       Group: Responsibilities
•   Collect data and information
•   Identify health needs and gaps in service
•   Set priorities
•   Develop a plan
•   Help to implement interventions
•   Assist in evaluation
    – Of assessment, planning, and intervention process
    – Of impact of intervention
     Community Nutrition Planning
      Group: Potential Members
•   Community leaders
•   Consumers
•   Health and Nutrition Service providers
•   Health organizations
•   Schools
•   Political office holders or their staff
•   Fitness professionals
•   Representatives from greater community health
    planning groups
      Define the Parameters
• Public Health Nutrition: Assuring
  conditions in which people can be
  nutritionally healthy
• Community: “A community is any group
  sharing something in common”

                  Community Tool Box
         Community Description
•   Geographic boundaries
•   General history
•   Key people and leaders
•   Demographics
•   Financial & economic information
•   Important issues
•   Morale and involvement levels
•   Key allies and rivals
•   Unspoken rules and norms
•   Attitudes and opinions
•   Strengths and shortcomings
      Identify Community Assets
•   Physical structure, place, business
•   Concerned citizens
•   History of successful efforts
•   Organizations
•   Individual and group skills
•   Communications systems
•   Relationships
   Identify Perceived Needs
• WHY?
 – To understand public opinion
 – To become aware of needs the planning
   group doesn’t know about
 – To gather support & expand group expertise
 – To make decisions about priorities
 – To plan programs in ways that will be
   acceptable to stakeholders
      How do we assess perceived
               needs?
•   Listening sessions
•   Public forums
•   Key informant interviews
•   Needs assessment survey or survey of
    concerns
       Demographic Profile
• Economic status: income, employment, %
  below poverty
• Education levels
• Age and gender
• Race & ethnicity
• Social factors: homelessness, immigration
  status, family composition, TANF
  utilization
      Community Health Status
•   Causes of Mortality
•   Hospital discharge data
•   Disease prevalence data
•   Food bourne illness reports
•   Years of potential life lost
•   Infant mortality
  Community Nutritional Status
• Pregnancy related:
  – weight gain in pregnancy
  – Pre-pregnancy weight
  – Anemia
• Disease prevalence: HIV/AIDS, cardiovascular
  disease, diabetes
• Activity levels (BRFSS)
• Food intake: fat, fruits & vegetables (BRFSS)
• Dental health
• Food/dieting related behaviors (YRBS)
• Food Security (BRFSS)
 Community Resources & Service
          Utilization
• What resources are available?
• To what extent are people using them?
• Sources of Information:
  – Citizens
  – Service providers
• Tools
  – Existing data
  – Interviews
  – Surveys
  Examples of Community Nutrition
            Resources
• Food assistance programs (WIC, Basic
  Food, etc.)
• Grocery stores with high quality produce
• Food Service with health promoting food
  options
• Educational programs
• Media
• Profession and non-profit organizations
• Nutrition counseling
    Criteria for defining/prioritizing
         community problems
• Frequency
• Duration
• Scope or range
• Severity
• Perceptions
• Root causes (“but why?”) & ability to impact root
  causes (effectiveness of interventions)
• Barriers to resolutions
• Political and financial support
         Group Work: Roles
• Assign roles within a breakout group:
  – Student
  – Parent
  – Teacher
  – School administrator
  – Dietitian in School-based health center
Group Work: Develop Problem List
• Brainstorm nutrition related issues &
  problems that arise from these data
• Choose 5 issues that are of interest to all
  stakeholders
• Prioritize these issues using criteria in
  these slides
• Establish the one issue or problem that all
  stakeholders will be comfortable working
  on for the next two weeks

				
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