Communicating Effectively to Diverse Population Groups


CommunicatingEffectively to Diverse Population Groups


Nutritionalconcern: balanced diet for pregnant mothers

Doensure that the unborn child develops appropriately and the health ofthe mother is not at risk, pregnant mother should maintain a healthydiet. However, some mothers have little or wrong information aboutwhat should constitute a healthy diet. This is a simple nutritionaleducation material, a brochure, which can act as aguide to pregnant mothers.

Plan a balanced diet

  • Energy giving food such as whole grains, roots and tubers.

  • Body protecting vitamin such as fruits and vegetables.

  • Body building animal foods such as meat, daily products and eggs.

  • Body building food from legumes.

  • Fats and oils.

Food supplements you may require

  • Iron and folic acid supplements.

  • Vitamin A supplements.

  • Always use iodinated salt.

What you need to know

  • Pregnant mothers should religiously attend antenatal care.

  • Ensure that you drink plenty of water daily.

  • Avoid high caffeine and nicotine drinks such as tea and coffee.

Important feeding guidelines

  • Eat three main meals and two small meals every day during pregnancy and breastfeeding.

  • Eat a variety of foods.

  • Drink plenty of fluid/liquids.

  • No special food is required to produce milk.

  • Adequate rest is required especially for adolescent mothers.

Part two

Cultural competence is verycritical in nutritional education. This is because in majority ofnutritional programs target individuals from divergent culturalbackgrounds. For example, program targeting students in a particularschool together with their parents encounter a divergent culturalgroup. These cultures have a direct impact on eating habits andtherefore how the targeted group perceives the program. Proficiencyin the different cultures that constitutes the target group ensuresthat the content of the program are culturally appropriate.Nutritional education material that conflict with the culture of thetargeted group will not positively influence eating habits.Individuals who are more attached to their cultures are more likelyto reject any suggest that goes against their cultures. Therefore,cultural competence of nutritional education materials increases theeffectiveness of the program (Bauer, 2015).

Testing the readability of thenutritional educational material is very important. Some of the basicreadability tests include Fry method and SMOG method. The mainpurpose of the readability test is to establish the appropriatenessof the nutritional educational material to the targeted audience. Themore appropriate the material is to the targeted audience, the moreeffective they are as educational material. Generally, readabilityscore are used to establish the learning level –gradeappropriateness of the learning materials. Although it is more commonin non instructional learning materials, especially health relatededucational materials, readability tests can also be done on booksand periodicals. In addition to identifying whether the material isappropriate for a particular set of learners, the score has aninfluence how the educator or facilitator handles the educationalmaterial. For example, a nutritional educator will not handle in thesame way a material whose test indicates it is more appropriate forthe group with another material that has low readability score.Teachers and educators are more likely to spend more time onmaterials with low readability score since the learners can easilyread and understand materials that are more appropriate based on thereadability score. This is because the tests estimate the how aparticular test is difficult to a particular general audience(Fitzsimmons et al, 2010).

This information will be veryessential in my future career. It will be essential in developingappropriate nutritional educational material for diverge group ofaudience. The knowledge will increase the effectiveness of myeducational programs since they will have higher readability, basedon the readability test and more culturally competent materials andprograms. I will be able to derive more satisfaction from moreeffective educational programs.

Part three: Resourcelisting for nutrition educators

The resources listing fornutritional educators provide educators with a comprehensive list ofresources that can be used in nutritional education. There areseveral categories of education resources that can be used aseducational materials in educating diverse groups on propereducational materials. It is important to note that the materialsused by educators are largely influenced by among other factors theage of the subjects, educational background and cultural and ethicfactors. For example, cultures have different views about certainfood. The educational resources include books and booklets, pamphletsand audiovisual materials. Some of the materials such as pamphletsmay be required in bulk or series depending on the specific materialchosen. These pamphlets are mainly bought or donated and distributedto the subjects. On the other hand, booklets, books and audiovisualresources need not be purchased. They can be borrowed from libraries,book stores, learning institutions, non governmental organizationsand government agencies. It is also important to note that theeducational resources list can not be exhausted. Depending on thenature of the materials that need to be covered and the subject,there are numerous educational resources that are available toeducators. However, it is important for a nutritional educationist toensure that a variety of educational material is used to increase theeffectiveness of the program (Evans, 2006). Comprehensive resourceslists are available online for use in diverge groups. However, inthis program, below is the list that can act as a guide to educators.

  1. Cultural food practices

Goody, C. M. and Drago, L.

Chicago, IL: AmericanDietetic Association, 2010.

The material is a book thatprovides comprehensive information about different societies in theUnited States. It gives the educator some of the basic informationabout how society and cultures perceive different types of foods andeating habits. The book focuses on at least 15 different cultures inthe United States and their food and eating practices during specialoccasions, their cuisines, traditional beliefs related to foods,cultural practices and culturally acceptable recommendations onproper diet.

  1. The cooking demo book

Food and HealthCommunication 2011.

This is booklet that containsuseful information to educators on some of the simple healthy meansthey can demonstrate to their subjects. The booklet demonstrates somebasic lessons in food preparation. Since the booklet puts moreemphasis on whole grain meals, plant proteins, vegetables and fruits,it is the most appropriate resource for teaching health foodpreparation tips. Additionally, the booklet provides some useful tipsto nutritional educators in food safety, which can be passed on tothe subjects.

  1. Cooking with kids: integrated curriculum guide

Walters, L and Stacey, J.

Cooking with kids.

The audio visual kits are veryessential for children and adolescents. The educational materialengages children and adolescent in practical experience in preparingquality and healthy foods from different cultural backgrounds. In afun and interactive learning environment, the children and adolescentare taught how to make the right choices and take control of theireating habits.

  1. Eating healthy-be active community workshops

US Department of Health andHuman Services

The dietary guideline as wellas the physical activity guideline for Americans is some of the mostimportant materials that an educator can use in nutritional educationin diverse groups. The materials which are available online provideuseful workshop materials that can be used in nutritional education.


Bauer, K. (2015). NutritionCounseling and Education Skill Development,ISBN 1305465342, Cengage Learning.

Evans, S. (2006). Nutritioneducation materials and audiovisuals for grades 7 through 12,Beltsville, Md.: USDA, ARS, National Agricultural Library.

Fitzsimmons, P., Michael, B., Hulley, J. &amp Scott, G. (2010). &quotAreadability assessment of online Parkinson`s disease information&quot.J R Coll Physicians Edinb 40 (4): 292–6.