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Planning Nutrition Interventions Setting Goals and Objectives

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					FRESH Tools for Effective School Health http://www.unesco.org/education/fresh

First Edition 2004

Planning Nutrition Interventions: Setting Goals and Objectives

Description of the tool: This tool describes the goals and objectives of nutrition interventions in schools that should be based on what has been learned from an analysis of the situation as to the extent of, and reasons for, nutrition-related problems among students and within the community as a whole. This information will assist all those involved in health promotion activities at the school to develop goals and objectives adapted to a given context.

The information in this tool was adapted by UNESCO from the following publication: WHO/FAO/Education International 1998. WHO Information Series on School Health – Document 4: Healthy Nutrition: An Essential Element of a Health-Promoting School. Geneva: WHO. The full text of this document is available on WHO’s website at the following address: http://www.who.int/school_youth_health/resources/en/ Description of the document: This document provides information that will assist individuals and groups to make a strong case for increased support and attention to healthy nutrition in schools. It also provides information about the nature of a Health-Promoting School and how efforts to promote health and healthy nutrition might be planned, implemented and evaluated as part of the development of a Health-Promoting School. The document also describes how each of the four components of FRESH can be used to improve dietary practices.

FRESH offers a strategic framework within which to develop an effective school health programme. Planning and evaluation are essential processes that enable the framework to be adapted to local resources and needs. Careful planning and documentation of outcomes enhances the success and sustainability of school health programme activities.

FRESH Tools for Effective School Health http://www.unesco.org/education/fresh

First Edition 2004

Planning Nutrition Interventions: Setting Goals and Objectives 1

Goals and objectives of nutrition interventions in schools should be based on what has been learned from the situation analysis about the extent of, and reasons for, nutrition-related problems among students and within the community as a whole. Using this information, all those involved in health promotion activities at school, including school personnel, students and members of the Community Advisory Committee, should work together to develop goals and objectives.

I. Goals
Goals describe in broad terms what the programme will achieve. The overall goal of schoolbased nutrition interventions should be the elimination of nutrition-related health problems among students and staff. Other goals might be:
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to lay a foundation for lifelong healthy eating based on favourable experiences, the acquisition of sufficient skills and confidence in one's capacity to practice a healthy lifestyle to use all methods at the school’s disposal to improve the eating habits and nutritional status of family members and others in the community as a whole

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Programme goals are then broken down into specific outcome and process objectives so that everyone clearly understands what needs to be done, when and why. Objectives are steps for reaching the overall goal and describe outcomes in measurable terms that will help determine how successfully the goal is being reached.

II. Outcome objectives
Outcome objectives are established to define in measurable terms what the interventions will achieve. They should include improvements in the health status of participants and changes in knowledge, attitudes, beliefs, behaviours and conditions related to healthy eating and nutrition status. They define what things will look like if the programme is successful, and how success will be measured. The following are examples of outcome objectives:
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By (date), measurable health indicators related to nutrition (e.g. weight-for-height scores, blood iron levels, blood cholesterol levels) will have reached at least _(value) for at least ___% of (students/parents/teachers). By (date), knowledge, attitudes and behaviour that are relevant to students' and parents' nutrition (e.g. knowledge of dietary guidelines, attitudes about the importance of diet to health and well-being, and behaviour related to food consumption) will have increased ___% over baseline. By (date), the percentage of (students/parents/teachers) who can demonstrate at least two methods of ensuring food safety will be increased to at least ___%.

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FRESH Tools for Effective School Health http://www.unesco.org/education/fresh

First Edition 2004

III. Process objectives
Process objectives describe what will be changed or implemented (the specific actions that will be undertaken) to achieve the outcome objectives. The following are examples of process objectives:
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By (date), the number of schools in the (name of district/region) which have implemented nutrition interventions will have increased from (number) to (number). By (date), at least (number) of the following interventions will be implemented to make the school environment more health-promoting: healthy meal choices available in the school cafeteria routine messages sent to parents about low-cost healthy lunches that can be prepared for their children posters that reinforce social norms related to healthy eating, such as eating with a friend, taking time to eat, etc., are displayed school health services include screening for nutritional deficiencies.

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By (date), at least (number) of the following interventions will be implemented to enhance nutrition-related school health education: nutrition-related learning experiences are integrated into a course of instruction in each successive class level training for teachers and other school staff on health promotion and nutrition education is held at least once per (year/semester) a series of extra-curricular workshops for students, staff and parents are conducted on preparing specific healthy and safe meals and completing dietary self-assessment.

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By (date), at least ___% of (students/parents/teachers) will have implemented or participated in (number) of the following interventions to enhance healthy nutrition: providing education about nutrition in a relevant subject area organizing or contributing to a nutrition-related school/community project screening for indicators of conditions of malnutrition creating an environment that enhances health and healthy nutrition.

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Adapted from: WHO/FAO/Education International 1998. WHO Information Series on School Health – Document 4: Healthy Nutrition: An Essential Element of a Health-Promoting School. Geneva: WHO.

http://www.who.int/school_youth_health/resources/en/

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