A conceptual model for communicating nutrition

Gillespie, Ardyth H.; Yarbrough, Paul

doi:10.1016/s0022-3182(84)80090-4

Cited by 28 publications

(15 citation statements)

References 6 publications

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“…For example, intermediaries choose the communication channel and formulate organizational policies, the source of information and evidencebase used, the content of messages, and the implementation strategies. 18 Intermediary and consumer inputs indirectly influence each other, as well as dietary guidance messaging, including awareness, knowledge, and attitudes related to existing healthy eating guidance tools. 14 Gillespie's 12 Framework was also enhanced to include the information environment, which reflects the evolving context in which dietary guidance is developed and implemented.…”

Section: Basis Of the Erc Modelmentioning

confidence: 99%

Developing an Evidence Review Cycle Model for Canadian Dietary Guidance

Colapinto

Ellis

Faloon-Drew

et al. 2016

Journal of Nutrition Education and Behavior

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Formulating dietary guidance involves navigating a large volume of substantive, conflicting evidence. Canada's guidance is determined after periodic evidence reviews. Health Canada identified the need for a more formal and systematic process to gather, assess, and analyze evidence. This led to the development of the Evidence Review Cycle model for Canada's dietary guidance. The Evidence Review Cycle consists of 5 steps that form a dynamic, iterative process to promote evidence-based, transparent, and proactive decision making. Resulting actions may include enhancing the implementation of guidance, revising guidance, or developing new guidance. Here, the development of this model is described, including considerations for implementation.

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Section: Basis Of the Erc Modelmentioning

confidence: 99%

Developing an Evidence Review Cycle Model for Canadian Dietary Guidance

Colapinto

Ellis

Faloon-Drew

et al. 2016

Journal of Nutrition Education and Behavior

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“…The Conceptual Model for Communicating Nutrition, a model for planning, implementing, and evaluating nutrition education programs (Gillespie and Yarbrough 1984); the Health Belief Model, where an individual is likely to take action towards better health if they are aware of severity of a disease (Rimer 2002); and the concept of self efficacy (Banduras 1977), which refers to a person’s belief in his or her ability to succeed in a particular situation, provided the framework for developing the DVD. The goal of the DVD and the handout was to assist cancer patients in preparing for side effects of chemotherapy.…”

Section: Introductionmentioning

confidence: 99%

Impact of an early education multimedia intervention in managing nutrition-related chemotherapy side effects: a pilot study

2013

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BackgroundThe purpose of the educational intervention was to measure changes in knowledge, perceived benefit of nutrition, and perceived self efficacy in handling side effects of chemotherapy before and after viewing a 15 minute DVD among patients with cancer.MethodsA convenience sample of 14 (4 male, 10 female, 61 ± 9 years) patients with cancer, early to chemotherapy, participated in the study. Participants completed a survey with demographic, knowledge items, and perceived health belief and self efficacy statements; viewed the DVD; and were then sent home with a one page handout. Two weeks after the nutrition education intervention, a second survey was completed including an item about tips used. Change was measured using paired t-test and wilcoxon signed rank tests.FindingsThe mean score on the four knowledge items significantly increased (p < 0.05). No significant differences were noted in statements intended to evaluate changes in perceived health beliefs. However, perceived knowledge and skills related to managing side effects increased (p < 0.05). All participants responded that the DVD was informative and most (n = 11, 79%) responded that it was useful. The majority reported (n = 10, 71%) a tip they used from the DVD.ConclusionsThis short multimedia nutrition education intervention was found primarily to increase knowledge and could form a useful component of counseling services for patients undergoing chemotherapy.

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“…Obviously the design of the leaflet must be attractive enough to provoke people to pick it up and read it. The messages themselves must be informative and persuasive and thus hopefully lead to altered behaviour (Gillespie & Yarbrough, 1984;Tones & Tilford, 1994). A number of theories have been developed that are used in the health-promotion field (Becker et al, 1977;Petty & Cacioppo, 1986;Reardon, 1991;Maibach & Parrott, 1995); these are rarely explicitly applied to research on the construction of nutrition messages and there has been relatively little research into the persuasiveness of different styles of message.…”

Section: Introductionmentioning

confidence: 99%

Grammatical style of nutrition education messages

Geddes

Wise²

2001

International Journal of Food Sciences and Nutrition

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Nutrition education messages were written about eight different foods or food products in eight different styles. Styles were suggestions, instructions using 'should', rhetorical questions using 'how about' or 'why not', statements of fact, positive commands, positive commands followed by negative commands or vice versa. Subjects (n 160) rated messages for persuasiveness and also stated how often they already complied with each message. Scores were adjusted to remove the contributions related to sex, age group, social class, reported compliance and food about which the message had been written. The main factor influencing score for persuasiveness was the extent to which subjects claimed to be already complying with the messages. There were no significant effects of the method of construction of messages on score using one-way analysis of variance.

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A conceptual model for communicating nutrition

Cited by 28 publications

References 6 publications

Developing an Evidence Review Cycle Model for Canadian Dietary Guidance

Developing an Evidence Review Cycle Model for Canadian Dietary Guidance

Impact of an early education multimedia intervention in managing nutrition-related chemotherapy side effects: a pilot study

Grammatical style of nutrition education messages

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