Lecture No.

01 BS-HND-8 th

Course: Nutrition Policies &

Programms
Instructor: Dr. Anam Aman

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 Who I am?
Dr. Anam Aman
 Ph.D. (Food Science) from Universiti Malaysia Terengganu, Malaysia.
[Link]. (Food & Nutrition) from University of Veterinary & Animal Sciences,
Lahore
Currently
Assistant Professor (Human Nutrition & Dietetics) at Iqra University, Chak
Shahzad Campus, Islamabad
Email: [Link]@[Link]
Previous Employment
Arid Agriculture University, Rawalpindi
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Course Detail
Course Name: Nutrition Through The Lifecycle (HND-506)
Contact Hours: Credit Hours:(3+0)
Theory: 48 Theory: 3
Total: 48 Total: 3
Pre – Requisite: None

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 Course Outline
The Outline of Subject is as follows:
History and importance of nutrition intervention planning; World declaration on
nutrition; Nutrition development partners; Policy guidelines; Community
nutrition programs: national and international, supplementary feeding
programs; Food fortification, supplementation and diet diversification; School
feeding programs: interventions and impacts; Improving household food
security; Protecting consumers through improved food quality and safety;
Preventing and managing infectious diseases;

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 Course Outline
Promoting breast feeding; Caring for socio-economically deprived
and vulnerable; Preventing and controlling specific micronutrient
deficiencies; Promoting appropriate diets and healthy lifestyle;
Improving health care; Five years plan for Pakistan (Nutrition);
Nutrition intervention: counseling for change; SUN movement; One
health concept; National nutrition programs: food & nutrition
program, Tawana Pakistan, school health program; Developing

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effective food and nutrition policies and programs.
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Course Objectives
Course Objectives
Objective 1: To familiarize with global and local nutrition policies and
programs in the domain of public health nutrition

Objective 2: To prevent and control specific micronutrient deficiencies

through diet based approaches among the vulnerable

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 Course Learning Outcomes (CLOs)

Taxonomy
Sr. No. CLOs Statement Levels
PLO/SO

FAMILIARIZE WITH GLOBAL AND LOCAL NUTRITION POLICIES AND

PROGRAMS IN THE DOMAIN OF PUBLIC HEALTH NUTRITION C1 1
1
Course Learning
Outcomes (CLOs)
and Targeted PLOs: PREVENT AND CONTROL SPECIFIC MICRONUTRIENT DEFICIENCIES
THROUGH DIET BASED APPROACHES AMONG THE VULNERABLE
2 C3 4

PROMOTE APPROPRIATE DIETS AND HEALTHY LIFESTYLES AND ACCESS,

ANALYZE AND MONITOR NUTRITION SITUATIONS
3 C3 6

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Course Weight Breakdown
Assessment Instruments with Weights
Task/Activities Frequency Weightage
Assignment 3 10%
Quiz 4 10%
Presentation 1 10%
Midterm 1 30%
Examination
End Term
Examination 1 40%

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 History and Importance of nutrition
intervention planning
 In recent decades, the nutrition and health-related status of millions
of individuals around the world has improved as a result of
substantial domestic and international actions, investments,
coordination and innovations.
 More than 100 million children have escaped the devastating and
lasting effects of under nutrition over the past three decades
 and young children and their mothers in low-income countries now
eat better and experience less disease

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 History and Importance of nutrition intervention
planning
Since 1985, the prevalence of stunting and underweight in children
under 5 years has been halved.
Vitamin A supplementation has averted an estimated 1.25 million
child deaths across 40 countries since 1988
More than two-thirds of children under 5 in high-priority countries
are now fully protected through this supplementation.
 Exclusive breastfeeding—the single most effective preventive
intervention to reduce child mortality—increased by an average of
30 percent across countries from 1990 to 2014.
And as of 2016, three out of four households globally consumed
iodized salt, protecting infants from potential brain damage
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The frequently used term malnutrition has historically been an
incorrect synonym for under-nutrition.
In actual use, malnutrition comprises two areas.
The first, under-nutrition, indicates several conditions:
(1) stunting or chronic malnutrition, or low height-for-age
(2) underweight, or low weight-for-age,
(3) acute malnutrition or wasting, or low weight-for-height
(4) micronutrient (vitamin or mineral) deficiencies.

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The second area encompasses overweight, obesity and diet-related
non-communicable diseases.
However, many underlying factors can contribute to an individual’s
overall nutritional status; interventions that aim to address such
factors are collectively called nutrition-sensitive approaches

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 Nutrition Care Process
The Nutrition Care Process (NCP) is a systematic approach to providing
high quality nutrition care. The NCP consists of four distinct,
interrelated steps:
Nutrition Assessment: The RDN collects and documents information
such as food or nutrition-related history; biochemical data, medical
tests and procedures; anthropometric measurements, nutrition-
focused physical findings and client history.
Nutrition Diagnosis: Data collected during the nutrition assessment
guides the RDN in selection of the appropriate nutrition diagnosis (i.e.,
naming the specific problem).(PES statement)

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Nutrition Intervention: The RDN then selects the nutrition
intervention that will be directed to the root cause (or etiology) of the
nutrition problem and aimed at alleviating the signs and symptoms of
the diagnosis.
Nutrition Monitoring/Evaluation: The final step of the process is
monitoring and evaluation, which the RDN uses to determine if the
client has achieved, or is making progress toward, the planned goals.

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NCP Step 3: Nutrition Intervention
Purpose:
 The purpose of a nutrition intervention is to resolve or improve the nutrition
problem by provision of advice, education, or
 delivery of the food component of a specific diet or meal plan tailored to the
patient/client’s* needs.
Determining a nutrition intervention:
 The nutrition diagnosis and its etiology drives the selection of a nutrition
intervention.
 Nutrition intervention strategies are selected to change nutritional intake,
nutrition-related knowledge or behavior, environmental conditions, or access to
supportive care and services.
 Nutrition intervention goals provide the basis for monitoring progress and
measuring outcomes.
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There are two phases in the Nutrition Intervention step:
The planning phase (the RDN collaborates with clients to identify
goals of the intervention and expected outcomes
 prioritize the nutrition interventions based on client preference,
urgency, impact potential and available resources
 writes a Nutrition Prescription
 determines a specific, science-based nutrition intervention strategy
and defines time and frequency of care).

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Implementing phase (the RDN collaborate with the client to carry
out the plan of care, individualizes the plan, communicates the plan
of nutrition care, modifies the plan of care as needed and continues
data collection, follows up to verify that the plan is being
implemented, and revises strategies based on changes in condition or
response to intervention).

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Nutrition Education
n nutrition education, there are two distinct situations, namely, patient education and
public education.

Patient education occurs during personal contact between the health worker and his
patient. This is person-to-person communication during which the health worker
communicates with an individual in order to improve the parents' or their child's
nutritional status. This approach fails outside the domain of this guide.

Public education consists of interventions for improving the health of the general
public. Nutrition education is concerned with modifying social communication to bring
about middle or long-term changes in the common behavior of the population.
When interpersonal communication forms part of the proposed strategy, it has a
complementary role, reinforcing other activities aimed at changing the behaviour of
an entire social group.
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 Planning an intervention in social communication in nutrition

The logic of planning

The scheme for planning nutrition education is based on a theoretical
framework (3), and consists of four phases: conceptualization,
formulation, implementation and evaluation.

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Conceptualization

• The first phase of the process of planning is analysis.

• The problem to be addressed must be analyzed in order to identify the
determining factors to be dealt with during the intervention.
• Indeed, this is a commonly-held view among promoters of nutrition, and
health education projects.
• It is based on a method called causal analysis which has proven useful in
nutritional diagnosis (4).
• It involves drawing up a network of factors affecting nutritional status in a
given context.
• This is a hypothetical model on which the team responsible for the
implementation of the project will rely, in selecting the objectives for the
intervention.
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In this model invariably, there are human behaviours, on which
nutrition interventions can be focused.
The intervention is thus considered educational.
 It will therefore be necessary to study carefully the factors which
influence these behaviours and the habits one wishes to modify.
This is the stage clearly the factors on which actions must be taken,
in order to modify the behaviours in question.

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Finally, at the end of this phase of conceptualization, it will be
necessary to identify the channels and media for communication,
the reference and support groups and the social networks through
which the messages for nutrition education will be disseminated

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Formulation

To plan a strategy, it is necessary first and foremost to define clear

objectives: general, specific and operational objectives. This is a
fundamental step.

These objectives must be defined for each target group and even for
the target segments within the target group.

The conceptualization phase and the determination of the factors

affecting the behaviours to be modified, greatly facilitates the design
of messages and materials. The messages and the materials have to
be field tested using methods that require community participation.

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Support materials cannot be designed until the various media have
been selected.
Selection of the media is another crucial step in the planning
process.
It is based on the results of the analysis of potential channels for
communication carried out during the conceptualization phase in
order to develop optimum synergy between the channels.

A multimedia plan is then carefully formulated. In such a plan, all

communication activities are integrated with each other.
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Implementation
• The support materials designed during the formulation phase are now
commercially produced.
Training the "change agents" is yet another vital stage.
To ensure that all persons involved in the various communication
activities carry out adequately their roles in their respective sectors,
training and retraining is necessary.
These agents, whether they are health workers, teachers,
agriculture promoters or other persons from a diversity of sectors,
must be very familiar with the message content as well as the
techniques to effectively communicate these messages.
They must also be well informed of their individual roles in the
entire strategy.
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Evaluation

Evaluation must be considered as a necessary support activity, an

instrument for refining or restructuring communication activities.

To this end evaluation must be participatory.

It will bring together the principal players in the intervention: the
promoters of the intervention (meeting through a planning
committee), the communicators, the sponsors and the population
itself (through community representatives).

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The evaluation must respond to two fundamental questions:

Have the objectives been met?

Has the implementation process satisfied the various persons

involved in the intervention and, above all, the population
concerned?

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Thank You - Questions?

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