Development of an accreditation system for dietary and nutrition related education resources / 한국영양학회지

PURPOSE: The purpose of this study was to establish accreditation systems of reliable educational materials for nutrition and dietary life which could be used in schools, workplace, and health promotion. METHODS: The study was conducted from April 2011 to October 2011. Literature reviews, institutional visits, and telephone interviews were conducted. Expert meetings and advisory councils were held in order to receive feedback on development of the accreditation systems. A survey was conducted for the accreditation procedures on 143 professionals, including professors, researchers, health and medical experts, teachers, nutrition teachers, dietitians, and clinical nutritionists. RESULTS: The final procedure of the developed accreditation system was finalized as follows: 1) receiving application twice per year 2) complete desk review (written evaluation) by three reviewers within two months, 3) board review (all board members) and decision, and 4) no-tification of results. The accreditation system is set for printed materials, web-site, and materials for activities. The certificate and accreditation mark is issued to the final certified educational materials. Expiration date is established only for the web-site form. The accreditation length lasts for two years, and can be extended by renewal application. CONCLUSION: The dietary and nutrition related materials, which are certificated by this accreditation system, could impart reliable information and knowledge to both learners and educators, and help them in effective selection of educational materials. Therefore, this accreditation system might be expected to increase satisfaction for teaching and learning about nutrition and healthy dietary life.

Establishment of accreditation criteria for nutrition and dietary education materials / 한국영양학회지

This study provides standardized scientific criteria for education materials on nutrition and diet that could be used in schools, workplaces, and health and medical facilities. The study was conducted from April 2011 to October 2011. Literature reviews, institutional visits, and telephone interviews were conducted for the first draft of the accreditation criteria. Expert meeting and advisory councils were conducted in order to obtain feedback after development of the first draft of accreditation criteria. In order to verify the validity and reliability of the first draft on certification criteria, a survey was sent out to 143 professionals, including professors, researchers, health and medical experts, teachers, nutrition teachers, dietitians, and clinical nutritionists. After several modifications, the final accreditation criteria were established for 1) printed materials (authority, credibility, objectivity, organization, editing, real-life usability, activities and participation, and public interest), 2) web-sites (authority, credibility, objectivity, design, real-life usability, accessibility, currency, and public interest) and 3) materials with activities (credibility, organization, design, convenience of utilizing, safety, and public interest). Out of several criteria, contents (authority, credibility. and objectivity) and publicity (public interest) areas are mandatory requirements. For the accreditation, books for learning and materials with activities are required to meet more than six evaluation components, and the other materials are required to meet more than five evaluation components, including the required area. Accreditation criteria developed in this study could be used as a standard for development or selection of good education materials for nutrition and dietary life.

Tips for Creating Effective Health Education Materials / 임상당뇨병

Health education materials are widely used to increase awareness and knowledge, change attitudes and beliefs, and help individuals adopt and maintain healthy lifestyle behaviors. Health professionals should provide patients with written health education materials that are patient-oriented and designed according to best practice principles in written health education material design. Health education materials are only effective if they are read, understood, and remembered by patients. Existing guidelines including Suitability Assessment of Materials (SAM) and Simplified Measure of Gobbledygoop (SMOG) offer concrete, useful tips on how to design visuals and how to choose appropriate language for patient education. These guidelines suggest that it is important to address key components including plain language, layout and design, organization, culturally sensitive graphics, and desired patient behavior. This report offers useful tips for creating effective health education materials.

Evaluation of the Readability of Teacher's Guide Book for Nutrition Education-Sugar, Na, Trans Fat / 대한지역사회영양학회지

This study is attempted to propose a quality evaluation method of the materials for nutrition education by applying readability test of printed materials for nutrition education. It is significantly important for the teaching class with nutrition education materials to consider students understanding level and education materials topics or choosing words in developed printed materials. This study performed an evaluation of the readability of text in teachers' guidebook, which is devised for elementary school students' education material about sugar, sodium and trans-fat and attempted to estimate the developing materials through analyzing difficulty level of the text. We utilized "The Teacher's Guidebook for Cooking Activity" that had been developed for elementary school by Ministry Education Science and Technology, as the readability evaluation standard. Compared with the average score of readability about "The Teacher's Guidebook for Cooking Activity", 72.94 +/- 6.85, "Sugar Guidebook" was 70.94 +/- 7.46, "Sodium Guidebook" was 68.76 +/- 14.50, and "Trans-fat Guidebook" was 58.87 +/- 10.79. Considering the subjects careers or ages, "The Teacher's Guidebook for Cooking Activity" has little deviation by the subjects careers or ages and was "intermediate" or "easy" level; however, "Sugar Guidebook", "Sodium Guidebook", "Trans-fat Guidebook" was "intermediate" or "difficult" level (p < 0.05). Readability score was especially low when the contents of some particular subjects were too professionalized or scientific terms were frequently used, and thes results were definitely seen in the "Sodium Guidebook" and "Trans-fat Guidebook". With Cloze test score, the readability evaluation will be using as an evaluation tool for the nutrition education materials.

Development of Nutrition Education Materials for Healthy Aging / 대한지역사회영양학회지

The objective of this study was to develop nutrition education materials for older adults, 'nutritional management for healthy aging'. A booklet and four leaflets were developed based on lesson plans. Topics of the lesson plans included eating habit assessment, Korean food guide pyramid, meal planning, eating sensibly and weight management. The titles of the leaflets were 'Eating right for healthy aging', 'Eat calcium-rich foods', 'Enjoy fruits & vegetables' and 'Weight management'. Illustrations and icons appropriate to the texts were designed using Illustrator 9.0 and Photoshop 6.0. Booklet (letter size, 5 chapters, 44 pages) and leaflets (B4 size, 6 sections) focused on modifying undesirable eating habits, providing practical tips for desirable behaviors, and behavioral modification such as recording in a food diary, goal setting and increasing self-efficacy. The drafts were pilot-tested by interviews with older adults(n=10), and minor changes were made. The characteristics of revised materials are as follows; i) materials focused on providing desirable eating behaviors for healthy aging, ii) messages were simple and specific, iii) large fonts(13 pt) were used and materials included interesting pictures and illustrations, iv) materials provided tips for balanced diets and recipes for older adults, v) materials included sections for participation of learners including assessment of nutritional risk factors and obesity, meal planning and games. The revised materials are self-explanatory and can be used by older adults and in nutrition education for older adults.

A Survey on the Ostomate Eudcation Materials / 간호학회지

Ostomates have suffered from many difficulties due to their physical, psychosocial handicaps and changes of life style to include ostoma management that influences their daily and quality of life. An appropriate nursing education for ostoma management is very important. Practical education materials needs revision because those were developed by pharmaceutical companies and hospital institutions. The purpose of this study is to provide more practical and resonable education materials for ostomates by doing analysis and survey of educational materials now being used. We surveyed 8 types of educational materials used in 23 university hospitals and medical centers used in 23 university hospitals and medical centers in Seoul ; four of them were developed by department of nursing and the remainder by an Ostomy Company. Data, collected from July 14, 1997 through July 31, 1997 were analyzed. The results are as follows ; 1. The analyzed of education guide, on ostomate included 14 subcategories ; introduction, structure and fuction of gastrointestinal tracts, definition of stoma, types of ostomy, definition of peristalsis, methods of defection management, selection of instrument, resolution of problems and general situations following surgery, daily life, where to ask for help, explanations for terms, information about where to buy instrument, explanations for enterostomal therapist, a matter of consultation with doctor, etc. 2. Introduction contained specific contents on practical ostomate management that ostomates would experience through their lives. Ostomate education guides were developed 3 hospitals except one which missed this point. 3. Most ostomate education guides, except one hospital, helped ostmates to understand their physical structure change with specific explanation on gastrointestinal tracts with figures. 4. Six institution did not talk about the definition of peristalsis. 5. All institutions, except two, helped ostomates to understand types of ostomy with figures. 6. More detailed explanations in natural defecation are needed. The benefits and pitfalls in natural defection should be more specified. 7. No psychosocial difficulties of ostomy management were addressed. 8. The efficiency off enema can be better understand through all explanations with figures. Some institutions did not mention items about definition, benefits, pitfalls of enema, sequency of enema, how to wash, cautions performing and enema, skin management, cleaning instrument after enema proper time to spend. 9. There were no detailed contents and what to do in case of not being able to do enema. 10. Only one educational material mentioned emotional aspects after the surgery. 11. Most institution explained sucategory of daily life but did not provide specific contents on the difficulties of physical, psychological, and sociocultural controls. 12. The subcategory of ureterostomy education guides included explanations in normal structure and function of urinary tracts, types of ureterostomy, how to management skin, usage and types instrument, commercial urostomy, how to manage instrument, daily life, introduction the general contents. However, more specific explanations were needed.